Even while they teach, newly-qualified teachers learn

Turner, Mark and Barber, Nicola (2007) Even while they teach, newly-qualified teachers learn. British Journal of Special Education, 34 (1). pp. 33-39. ISSN Online ISSN: 1467-8578

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The Training and Development Agency sets national standards in the UK for qualified teacher status. These standards set out the areas of knowledge and skills that aspiring teachers should acquire during their training. One of these areas of knowledge and skills concerns the identification and teaching of pupils with special educational needs yet the effectiveness of current training routes for teachers in this area remains a matter of ongoing debate. In this article, Nicola Barber, a senior educational psychologist working in Medway, and Mark Turner, who runs an online training company and is a part-time tutor at the University of East London and senior educational psychologist in Medway, focus on the experiences of newly-qualified teachers during their induction and first year of teaching. These authors sent out questionnaires to newly-qualified teachers working in primary schools in two local authorities and received 60 responses. Their results suggest that these teachers, during this opening phase of their careers, experienced an increase in confidence in relation to special educational needs and report that they feel more skilled in this area at the end of their first year of teaching. Nicola Barber and Mark Turner analyse the factors that contribute to this scenario and begin to draw out implications for future approaches to the training and induction of teachers with regard to special educational needs and inclusion

Item Type: Article
Additional Information: Article first published online: 21 May 2007
Uncontrolled Keywords: teachers; training; primary schools; special educational needs
Subjects: Groups & Organisations > Occupational Groups
Learning & Education > Special Needs Education
Department/People: Children, Young Adult and Family Services
URI: https://repository.tavistockandportman.ac.uk/id/eprint/1160

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