Newly qualified secondary school teachers’ perspectives on workplace learning
Bibliographic Data
| ID | 6422345 |
|---|---|
| Authors | Marit Ulvik (University of Bergen, corresponding author), Liv Eide (0000-0001-8914-7014, University of Bergen), Edel Karin Kvam (0000-0001-9165-6811, University of Bergen) |
| Year | 2023 |
| Volume | 16 |
| Issue | 4 |
| Pages | 675-693 |
| Publication date | 2023-12-25 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education Inquiry (JOURNAL) |
| Journal identifiers | ISSN: 2000-4508 • E-ISSN: 2000-4508 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/20004508.2023.2298527 |
| OpenAlex | W4390190980 |
| Language | EN |
| Citations received | 1 |
| References cited | 34 |
There is a gap between knowledge needed at work and knowledge and skills developed through formal education. Certain aspects can only be learned within the actual workplace. This article focuses on workplace learning for newly qualified teachers’ (NQTs), a learning that is integrated in the processes and experiences gained through work. Through emails and interviews the study follows 15 NQTs during their first year of teaching in Norwegian secondary schools and explores what and how they learn, seen from their own perspectives. Through an abductive analysis of the data the study aims to develop insights that can help improve teacher education as well as the induction phase for NQTs. The teachers in the study experienced steep learning curves and lack of formal mentoring. The first year of teaching was characterised by several features that impeded the professional growth. The majority of reported learning experiences were self-initiated, rendering the acquired knowledge somewhat incidental. The NQTs could have been better prepared for the comprehensive teaching role. Furthermore, both formal and informal workplace learning could have been given more attention and been better supported within the schools
Formal learning · Informal learning · Mathematics education · Norwegian · Pedagogy · Professional development · Sociology · Higher Education and Employability · Innovative Education and Learning Practices · Psychology · Teacher Education and Leadership Studies
Perspectives into learning at the workplace
Who I am in how I teach is the message
How and what teachers learn
Novice teachers and how they cope
Learning from other people in the workplace
Informal learning in the workplace
Teachers’ Everyday Professional Development
Seven strong claims about successful school leadership revisited
Solo, collaborative or collective? Newly qualified teachers’ experiences of being stirred into induction practices
Feeling like a student but thinking like a teacher
Job demands and job resources as predictors of teacher motivation and well-being
The networking teacher in action
Learning (not) to become a teacher
Developing pre-service teachers' professional knowledge of teaching
Conflicts viewed through the micro-political lens
Evaluating teachers’ professional development initiatives
What makes teachers tick? Sustaining events in new teachers’ lives
What Motivates People to Teach, and Why Do They Leave? Accountability, Performativity and Teacher Retention
Using thematic analysis in psychology
Life on the Margins
| Unique citing works | 1 |
|---|---|
| Citations per year | 1 |
| Citation span | 2026 - 2026 (1) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 1 |