The importance of collegiality and reciprocal learning in the professional development of beginning teachers

Patrick, F. , Elliot, D. , Hulme, M. and McPhee, A. (2010) The importance of collegiality and reciprocal learning in the professional development of beginning teachers. Journal of Education for Teaching: International Research and Pedagogy, 36(3), pp. 277-289. (doi: 10.1080/02607476.2010.497373)

Abstract

This paper discusses factors which enhance induction experiences for beginning teachers. It reports the findings from case studies which explore the impact of new entrants to the teaching profession in Scotland. The data suggest that the most supportive induction processes mix both formal and informal elements, but that the informal elements such as collegiality, good communication and a welcoming workplace environment should not be underestimated. The study also highlights the potential benefits of a more collegiate environment for teachers across the career phases. Experienced teachers and new entrants had a range of experience to offer each other, thus creating more cohesive professional working which was supportive of early career teachers while encouraging reflection on practice among the more experienced professionals.

• Item Type: Articles
• Status: Published
• Refereed: Yes
• Glasgow Author(s) Enlighten ID: Hulme, Dr Moira and Patrick, Dr Fiona and Elliot, Dr Dely and McPhee, Dr Alastair
• Authors: Patrick, F., Elliot, D., Hulme, M., and McPhee, A.
• Subjects: L Education > L Education (General)
• College/School: College of Social Sciences > School of Education; College of Social Sciences > School of Education > Culture, Literacies, Inclusion & Pedagogy; College of Social Sciences > School of Education > People, Place & Social Change
• Journal Name: Journal of Education for Teaching: International Research and Pedagogy
• Publisher: Taylor and Francis
• ISSN: 0260-7476
• ISSN (Online): 1360-0540
• Copyright Holders: Copyright © 2010 Taylor and Francis
• First Published: First published in Journal of Education for Teaching: International Research and Pedagogy 36(3):277-289
• Publisher Policy: Reproduced in accordance with the copyright policy of the publisher