Supporting the Professional Learning of Induction Year Teachers in Scotland

Grant type: Student 2010
Round: Student 2010
Amount awarded £1,000.00
Completed: August 2011
Leader(s): Ms Rachel Shanks
Organisation: University of Aberdeen
Contact Email: r.shanks@abdn.ac.uk
Contact phone: 01224 274692
Start Date: 5 July 2010
End Date: 5 July 2011
Interim report received: 8 February 2011
Final report received: 25 August 2011

A regional workshop will be held for those working with student teachers and induction year teachers in the north of Scotland. By sharing expertise and research activities improved outcomes for induction year teachers can be considered, such as harmonisation of professional learning activities between universities and local authorities.

Aims

The aim of this project is to further enhance the co-ordination and provision of professional learning models and opportunities for induction year teachers in the north of Scotland. By building on the current partnership work between education authorities and the University of Aberdeen this project aims to contribute to the enhancement of the current framework for the implementation of the Teacher Induction. The School of Education’s "Promoting Partnership Team" works closely with local authorities and schools to enhance the continuum of teacher learning and development for student teachers and early career teachers.
Through this project findings from a current research project will be shared with local authority and school partners and the main focus will be to discuss implications for current practice in terms of how to better support the learning opportunities for induction year teachers. This can be presented as a series of questions to be asked in the workshop:
1. How can student teachers be supported more effectively in their transition from higher education into the workplace?
2. How can the mentor/supporter – induction year teacher relationship be supported more effectively and consistently?
3. How can partners work even more closely to ensure that local authority core probationer days, university short courses, such as “Refresh and reconnect” events and university early career award bearing courses genuinely complement one another in allowing for consolidation, enhancement and challenge in professional learning and practice of early career teachers?
4. How can informal learning in the workplace be supported more effectively?

Contribution to field
This project relates to the learning of induction year teachers, in terms of their move from initial teacher education courses into teaching, the continuing professional development offered by education authorities, universities and others and how to support new teachers in their workplace. Local authority education officers, school and central mentors and research participants (recently qualified teachers) will be invited to the workshop to discuss their work and experiences.

Relates to learning and teaching in Education
It concerns the liaison between education authority officers and providers of initial teacher education and others, for example the General Teaching Council of Scotland, in relation to the learning of new teachers in the workplace and the education of student teachers.