Managing Probationer Teachers: a case study approach

Abstract

Abstract The two year period of initial service in teaching can be fairly traumatic. It also serves as a probationary period before final registration with the General Teaching Council (GTC) for Scotland. This paper focuses on the research findings of a case study undertaken in four Scottish primary schools to provide background information for the production of a teaching pack commissioned by the GTC to help schools support probationers and as part of a wider study of partnership in teacher education. To help bridge the transition from student teacher to probationer, making experienced support available, making explicit the roles and responsibilities of all concerned and affording regular and supportive feedback are all factors which schools should provide. There is also a case for adopting a more coherent model of partnership in teacher development from initiation through to extended professionalism.