From student to newly qualified teacher : a study of beginning teacher's training experience and how this impacts on practice

• Main Author: Hughes, Christopher
• Other Authors: Warin, Jo
• Published: Lancaster University 2013
• Subjects: 370.71
• Online Access: https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.587428

This thesis sets out a case for using a combined symbolic interactionism, cultural historical activity theory model to explore the experiences of beginning teachers working within the training standards (QTS) framework which defines teacher training in the England. Research has been carried out using a constructivist grounded theory approach where theoretical insights into beginning teacher practice were developed through four data gathering and analysis phases. To facilitate a ‘holistic’ understanding of beginning teacher experience in a competence based system e.g. one which describes the training process in England, it is assumed, in activity theory terms, that the QTS framework is the main mediating tool through which training takes place. Thus, beginning teachers work towards achieving qualified teacher status within a training field characterised by the cultural, systems and power relationship features of the schools they work within. Outcomes from the study are divided into four stages (i) ways in which symbolic interactionism can characterise beginning teacher experience (ii) how cultural historical activity theory can be used as a reflective tool to help beginning teachers understand aspects of practice (iii) the development of grounded theory thematic codes which offer theoretical insights into practice (iv) ways in which the work can be used as the basis for reflective tools to help beginning teachers have a broader understanding of practice than provided by the QTS standards alone. Three key moments of practice which beginning teachers should aim to achieve during practice emerged from the final stage of analysis. These being, becoming aware of one’s own teacher oriented ‘me’ with respect to the educational setting in which one works; developing pragmatic awareness of the teaching field; and working towards a strong sense of teacher ‘voice’.