Newly qualified teachers’ professional learning through practitioner enquiry

Discover – Deepen – Do: a 3D Pedagogical Approach for Developing Newly Qualified Teachers as Professional Learners

This article presents a strategy for teaching newly qualified teachers (NQTs) during their first year of teaching, developed by teacher educators from the University of Hertfordshire School of Education. The strategy included a new learning and teaching approach designed to enable NQTs to: develop as critically reflective teachers; build confidence in their professional 'voices'; learn collabor...

Curriculum Development through Critical Collaborative Professional Enquiry

In recent years, we have witnessed changing fashions in curriculum policy (Priestley and Biesta 2013) in many countries. A particular trend is an apparent reinstatement of the teacher as an active agent of change in developing the curriculum, seen in a shift from input regulation of the curriculum to output regulation (Kuiper and Berkvens 2013). The former is about tight front-door prescription...

Coping with change in ICT-based learning environments: newly qualified Rwandan teachers' reflections

The overarching aim of this study is to investigate how newly qualified Rwandan teachers can contribute to the creation of theoretical and practical knowledge for professional development with information and communication technology (ICT). Questionnaires, focus groups and interviews were used for data collection. The findings show that novice teachers are motivated to acquire ICT and that they...

Enhancing educational effectiveness through teachers’ professional development

generalisable knowledge Situation-specific knowledge

What teachers’ want: Identifying mathematics teachers’ professional learning needs