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The experiences of newly qualified teachers in 2020 and what we can learn for future cohorts.

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Title: The experiences of newly qualified teachers in 2020 and what we can learn for future cohorts.
Authors: Quickfall, Aimee1 (AUTHOR) aimee.quickfall@bishopg.ac.uk, Wood, Philip1 (AUTHOR), Clarke, Emma1 (AUTHOR) aimee.quickfall@bishopg.ac.uk
Source: London Review of Education. 2022, Vol. 20 Issue 1, p1-14. 14p.
Subject Terms: *Beginning teachers, *COVID-19 pandemic, *Teacher education, *Teaching experience, *Teacher training, *Career development, *Master teachers
Geographic Terms: England
Abstract: Those training to become teachers in England during the 2019/20 academic year were severely impacted by the first national lockdown due to the Covid-19 pandemic, with many missing school placements, giving them less time to build experience and confidence before becoming newly qualified teachers (NQTs). Their first year of teaching was also severely impacted by the pandemic. As part of a British Academy-funded project, we collected data from 2020/1 NQTs in England through their first year of teaching. This article focuses on the qualitative data from seven participants, utilising online interviews to understand the challenges and opportunities they faced within the sector during the pandemic. Our findings, while drawing on small-scale data, provide insights into how schools and training providers can support trainees in healthier times, and include the importance of relationships within school, support given by school leaders and the need to acknowledge the challenges of beginning a professional career. These findings may also be useful in future disruptive events for early teacher education. [ABSTRACT FROM AUTHOR]
Copyright of London Review of Education is the property of UCL Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: The experiences of newly qualified teachers in 2020 and what we can learn for future cohorts.
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  Data: <searchLink fieldCode="JN" term="%22London+Review+of+Education%22">London Review of Education</searchLink>. 2022, Vol. 20 Issue 1, p1-14. 14p.
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  Data: *<searchLink fieldCode="DE" term="%22Beginning+teachers%22">Beginning teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22COVID-19+pandemic%22">COVID-19 pandemic</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+education%22">Teacher education</searchLink><br />*<searchLink fieldCode="DE" term="%22Teaching+experience%22">Teaching experience</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+training%22">Teacher training</searchLink><br />*<searchLink fieldCode="DE" term="%22Career+development%22">Career development</searchLink><br />*<searchLink fieldCode="DE" term="%22Master+teachers%22">Master teachers</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22England%22">England</searchLink>
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  Data: Those training to become teachers in England during the 2019/20 academic year were severely impacted by the first national lockdown due to the Covid-19 pandemic, with many missing school placements, giving them less time to build experience and confidence before becoming newly qualified teachers (NQTs). Their first year of teaching was also severely impacted by the pandemic. As part of a British Academy-funded project, we collected data from 2020/1 NQTs in England through their first year of teaching. This article focuses on the qualitative data from seven participants, utilising online interviews to understand the challenges and opportunities they faced within the sector during the pandemic. Our findings, while drawing on small-scale data, provide insights into how schools and training providers can support trainees in healthier times, and include the importance of relationships within school, support given by school leaders and the need to acknowledge the challenges of beginning a professional career. These findings may also be useful in future disruptive events for early teacher education. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of London Review of Education is the property of UCL Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.14324/LRE.20.1.50
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      – SubjectFull: Teacher education
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              Text: 2022
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