Action, change, and co-teaching; professional relationships and professional learning during the Induction of newly qualified teachers
Year: 2018
Type: other
Abstract: The induction stage of teacher education in Ireland is currently at a major turning\npoint. In 2013, the Teaching Council embarked on piloting a new form of induction and\nprobation of teachers known as Droichead (Teaching Council, 2013a); this involved\npractising, experienced teachers mentoring and supporting newly qualified teachers\n(NQTs) during induction. It also involved mentors and principal teachers in the\nassessment of NQT progress; the assessment role was traditionally the remit of the\nInspectorate as probationary work with NQTs. For various reasons, this departure has\nbeen met with opposition from within the profession and from teacher unions. A central\nfocus of my research is an exploration of co-teaching as a pedagogy, as used by mentors\nand NQTs during the induction process. This research was conducted in a range of schools:\nDEIS, urban, rural, Droichead pilot schools, and special schools. Collaborative action\nresearch (CAR) engaged the participants in co-teaching lessons and professional\ndevelopment meetings. Collaborative practices were developed and fostered in schools and\nacross school settings in communities of practice, which affected participants’ professional\nlearning. The findings suggest that tensions, which NQTs and mentors face whilst\nestablishing a professional relationship, were dealt with during reflections on practice and\nparticipation in co-teaching. Sharing of professional responsibility and collaboration,\nwhilst still fostering the needs of teacher education at induction level, also added to the\ncontinuing professional learning of mentors. These areas are represented in the model for\nthe development of professional learning and professional relationships through coteaching\nwith CAR, which was designed in this study. The model developed here created a\nspace where professional learning was developed in conjunction with professional\nrelationships. This model moved away from the traditional models of induction and,\ninstead, embraced innovation in teacher education in an Irish context.
Author: Ciara Uí Chonduibh
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W2912229984