Picture of person typing on laptop with programming code visible on the laptop screen

World class computing and information science research at Strathclyde...

The Strathprints institutional repository is a digital archive of University of Strathclyde's Open Access research outputs. Strathprints provides access to thousands of Open Access research papers by University of Strathclyde researchers, including by researchers from the Department of Computer & Information Sciences involved in mathematically structured programming, similarity and metric search, computer security, software systems, combinatronics and digital health.

The Department also includes the iSchool Research Group, which performs leading research into socio-technical phenomena and topics such as information retrieval and information seeking behaviour.

Explore

Right at the start: a research and development agenda for teacher induction

McNally, Jim (2003) Right at the start: a research and development agenda for teacher induction. Teacher Development, 7 (1). pp. 59-74. ISSN 1366-4530

[img]
Preview
PDF (strathprints013210.pdf)
strathprints013210.pdf

Download (305kB) | Preview

Abstract

Recent developments in teacher induction in both England and Scotland are bringing long overdue improvements, but there is a range of issues in need of further exploration if policy is to be developed. Current evaluations have begun to reveal the absence of some important conceptual aspects of induction in the somewhat hasty implementation. Some of these have been well rehearsed in the literature over the years but have generally failed to make any impact hitherto in induction policy. This paper picks up and discusses some of the conceptual tensions and weaknesses that have, or are likely to, become practical issues of quality, in both Scottish and English induction policies. These include the use of competence-based descriptions, the non-formal dimension of learning to teach, open narrative and focused approaches to classroom observation and feedback, individualism and a pupil perspective. The array of concepts is organised into a constructive, topical agenda which, it is argued, bring a much needed formative dimension to research and development in this crucial area of professional learning.