An exploration of changes in thinking in the transition from student teacher to newly qualified teacher

Abstract

For newly qualified teachers (NQTs), the induction period of support is an important phase which has the potential to deepen learning that has already taken place in initial teacher education (ITE) as well as preparing the NQT for future learning. A particularly crucial time in the induction process is the first term of teaching, when NQTs are likely to be facing a ‘reality shock’ in relation to their new responsibilities. Data were collected by questionnaire from a volunteer sample of student teachers of science and mathematics close to the end of their ITE course and then by questionnaire from the same sample towards the end of their first term as NQTs. The questionnaires were virtually identical and both consisted mainly of free response questions. The responses were transcribed and then coded in a grounded fashion. For this paper, five cases are examined within a framework of activity theory and drawing on ideas of identity. We identify three issues relating to the changes in thinking that occur as beginning teachers move from the role of students in ITE to NQTs in schools: concern for classroom management; school support for NQTs; and boundary crossing issues. We argue that the way the role of induction tutor is enacted determines the changes in thinking that take place for NQTs.