Abstract
This paper illuminates the experiences of beginning teachers using a participatory perspective approach and drawing on some of these teachers’ perceptions. We place the ‘subject’ of workplace learning research centrally in understanding the relatedness between workplaces and novice employees/trainees. This paper builds on previous work by the authors using semi-structured interviews with 17 beginning teachers in 19 schools that aim to better understand issues associated with beginning teacher retention. This study explores an application of a framework for evaluating workplaces as from expansive to restrictive learning environments, whilst examining individuals’ responses to and agency in these environments. In addition, these teachers’ personal networks were explored to idedntify how they shaped the teachers’ engagement with workplaces. This analysis revealed networks both internal and external to their schools, and hence a broader view of workplace than is often proposed. Together these analyses allowed an examination of the relatedness between individual beginning teachers and the schools they experienced. This paper identifies the significance of ontogeny and expectation that individuals bring to the workplace, along with individuals exhibiting different agency. These beginning teachers indicate how individuals can be proactive in creating more expansive learning environments for themselves through the utilisation of personal networks, even when these are not offered. This finding may have implications for beginning teachers to re-evaluate their potential to become empowered as they begin their careers.
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Notes
The Duke of Edinburgh award scheme is a national scheme run for young people, often in schools, in which they need to show commitment to and development of community, personal and self-sufficiency skills.
Supply teaching in the UK is where teachers are bought in, often via a personnel agency, to cover teaching due to staff absence.
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Appendix 1. Sources of School Support and Network Nodes
Appendix 1. Sources of School Support and Network Nodes
School / Term | In school | Beyond School Networks | ||||
|---|---|---|---|---|---|---|
| Ideas / Cognitive | Support / Social | Support/ Affective | Ideas / Cognitive | Support / Social | Support/ Affective |
Emma | ||||||
School E / Term 1 | None | New teachers Teaching assistants | None | Teachers in the family University tutor University Peers | Other PGCE students | Partner |
School C / Term 2 | Mentor and other teachers | Mentor and other teachers | Mentor | Teachers in the family University tutor University Peers | Other PGCE students | Partner |
School D / First Post | Middle leaders Colleagues | Colleagues | Middle leaders | Teachers in the family University tutor University peers | Other new teachers | |
Frank | ||||||
School B / Term 1 | Mentor and other teachers | Mentor and other teachers | Limited | University tutor University peers | Former outdoor pursuit colleagues Sporting teams PGCE peers Church activities | Parents (also teachers) |
School A / Term 2 | Mentor, other teachers and technicians | Mentor and other teachers in science and PE departments | Mentor and other teachers | University tutor University peers | Parents (also teachers | |
Dawn | ||||||
School A / Term 1 | Mentor and other teachers | Mentor and other teachers | Mentor and other teachers | University tutor University peers | Other PGCE students | Partner |
School F / Term 2 | None Self-initiated, cross-department collaboration | Other new teachers in the school IT technical support | Negative feedback | University tutor University peers | Other PGCE students | Family members University tutor |
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Fox, A., Wilson, E. & Deaney, R. Beginning Teachers’ Workplace Experiences: Perceptions of and Use of Support. Vocations and Learning 4, 1–24 (2011). https://doi.org/10.1007/s12186-010-9046-1
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DOI: https://doi.org/10.1007/s12186-010-9046-1