1. Background and context+
From trainee to Newly Qualified teacher: A qualitative study of the formation of professional identity among early-career primary school teachers in England
OLUTION LOGO
Louise Jane Coverdale Senior Lecturer Primary Education NQT Lead
EdD student School Research Conference 2017
Abstract
Research Aims
Methodology
The research will be placed within an interpretivist paradigm
An in-depth qualitative study using a multi methods approach
Communicates the main focus of the study which relates to the formation of professional identity among primary school teachers
Purposive sampling
Insider research – challenges and opportunities
The poster will outline the progress of the authors’ thesis in critically examining the expectations and orientations to practice of trainee primary school teachers during their final year of Initial Teacher Education and the ways in which the identities of new teachers change from trainee to Newly Qualified Teacher status. There will be several dimensions to the thesis which will be developed in the poster, including the background and context to the study, the identification of the methodology and project design and the selected methods.
1) To critically consider the expectations and orientations to practice of trainee primary school teachers during their final year of Initial Teacher Education (ITE).
2) To investigate the changing nature of teacher identity during the transition from
trainee to Newly Qualified Teacher (NQT).
3) To generate new theoretically-informed understandings about the formation of professional identity among NQTs in contemporary primary school settings.
Research questions
Methods
Background and context+
1) What are the expectations and orientations to practice of trainee primary school teachers during their final year of Initial Teacher Education (ITE)?
2) In what ways do the identities of new teachers change from trainee to Newly Qualified Teacher (NQT) status?
3) How can the understandings regarding the formation of professional identity among NQTs in contemporary primary school settings be theorised?
Use of four specific focal points
Lesson observations in practice
Researcher journal
In-depth semi structured interviews with trainees, Newly Qualified Teachers and mentors
Reflective diaries
Changes in the structure, form and ethos of teacher education in England
Performativity culture within a fast moving terrain
The Importance of Teaching: The Schools White Paper (DFE, 2010)
The Education White Paper 2016: Educational Excellence Everywhere
New Ofsted frameworks for schools and ITE 2015
The evolving role of the teacher
The changing shape of teacher identity
Increase in new providers entering the market e.g. School Direct model
Transition from trainee to NQT involves a shift in identity
Three main focus areas:
1. The ITE Framework
2. The context of the Newly Qualified Teacher
3. A review of the nature of teacher identity
The pilot study
Meetings with leaders of chosen settings
Permission letters
Consent forms to trainees
Semi-structured interviews with trainees and mentors
Ethics
Ethical approval obtained from University via proposal
Adherence to the British Educational Research Association (BERA) ethical guidelines 2011
Anonymity of respondents and settings will be assured
The role of the ‘gatekeeper’
Links with insider research
References
Contact
Ball, S.J. (2003) The teacher’s soul and the terrors of performativity, Journal of Education Policy, 18:2,
British Educational Research Association (BERA) (2011) Ethical Guidelines for Educational Research Writing. Available at:
Department for Education (2011): Training our Next Generation of Outstanding Teachers: Implementation Plan
Department for Education (2016): Educational Excellence Everywhere
Findlay K (2006) Context and learning factors in the development of teacher identity: a case study of newly qualified teachers during their induction year, Journal of In-Service Education, 32:4,
Haggarty, L and Postlethwaite, K (2009) An exploration in thinking in the transition from student teacher to newly qualified teacher, Research Papers in Education, 27:2,
Ofsted, (2015). Initial teacher education inspection handbook. Reference no:
Ofsted, (2015), The Framework for school inspection, Reference no:120100
Olsen, B (2008), Introducing Teacher Identity and This Volume, Teacher Education Quarterly 1-4
Palmér, H (2016) Professional primary school teacher identity development: a pursuit in line with an unexpressed image, Teacher Development, 20:5,
Sikes, P and Potts, A (2008): Researching Education from the Inside: Investigations from within. London: Routledge
Smith, Robin G (2007) Developing professional identities and knowledge: becoming primary teachers, Teachers and Teaching, 13:4,
Louise Jane Coverdale
The University of Huddersfield
Phone: