Newly Qualified Teachers' Highs and Lows during the First Year of Teaching
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| Title: | Newly Qualified Teachers' Highs and Lows during the First Year of Teaching |
|---|---|
| Language: | English |
| Authors: | Marit Ulvik, Liv Eide, Edel Karin Kvam |
| Source: | Cambridge Journal of Education. 2026 56(3):275-292. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 18 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Secondary Education |
| Descriptors: | Beginning Teachers, Secondary School Teachers, Teaching Conditions, Foreign Countries, Teacher Role, Teacher Attitudes, Influences, Individual Characteristics |
| Geographic Terms: | Norway |
| DOI: | 10.1080/0305764X.2026.2641727 |
| ISSN: | 0305-764X 1469-3577 |
| Abstract: | To gain a nuanced understanding of the induction phase experienced by newly qualified teachers (NQTs), this short-term longitudinal study followed 15 Norwegian secondary school teachers throughout their first year of teaching, a crucial period for strengthening their resilience through supportive environments. Each month, they communicated via email their work mastery on a scale from 1 to 10. At the end of the year, they were interviewed about their scale profiles. The NQTs' experiences of mastering their roles encompassed both highs and lows, influenced by a combination of external, personal and predominantly in-school factors. Based on the findings, the authors suggest implications for teacher education and employment conditions, along with recommendations for how to integrate new teachers into schools, emphasising the importance of addressing in-school challenges to foster a more sustainable teaching environment for NQTs. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1508671 |
| Database: | ERIC |
| Abstract: | To gain a nuanced understanding of the induction phase experienced by newly qualified teachers (NQTs), this short-term longitudinal study followed 15 Norwegian secondary school teachers throughout their first year of teaching, a crucial period for strengthening their resilience through supportive environments. Each month, they communicated via email their work mastery on a scale from 1 to 10. At the end of the year, they were interviewed about their scale profiles. The NQTs' experiences of mastering their roles encompassed both highs and lows, influenced by a combination of external, personal and predominantly in-school factors. Based on the findings, the authors suggest implications for teacher education and employment conditions, along with recommendations for how to integrate new teachers into schools, emphasising the importance of addressing in-school challenges to foster a more sustainable teaching environment for NQTs. |
|---|---|
| ISSN: | 0305-764X 1469-3577 |
| DOI: | 10.1080/0305764X.2026.2641727 |
