Early Career Teacher Professional Learning

Abstract

Becoming a teacher requires not only the development of a professional identity but the construction of professional knowledge and practice through continued professional learning. This study tracked a sample group of 16 early career teachers through their first year of teaching. The participants were encouraged to write about their experiences in journals and undertake an interview in an attempt to provide an understanding of the central tasks of learning to teach required by early career teachers during their induction into teaching together with the factors which support or hinder their professional learning. This paper makes use of a continuum developed by Feiman‐Nemser which identifies Central Tasks in Learning to Teach (CTLT) as a Framework for analysis of participant data. Conclusions indicate developing a professional identity and enacting a beginning repertoire to be the most challenging aspects of professional learning for these teachers. Learning support in the traditional form of formal induction programs and mentoring were recognized as useful; however, collaborative, informal, unplanned learning from colleagues and former peers was also reported as a most significant and valuable source of support. Conversely, participants felt additional responsibilities, difficult classes and unrealistic teaching expectations together with lack of status and professional feedback hindered their professional learning.