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The overall aim was to improve the learning of new teachers and
other new professionals by developing, evaluating and disseminating
a research-based, practical model of early professional learning
(EPL).
This model added value to previous approaches by integrating
outcome-oriented competencies with non-formal learning, context
and identity. Specific objectives were to:
- develop an integrated model of EPL from a grounded understanding
of non-formal learning and the use of competence-based standards
in practice, taking account of individual differences and differences
in context
- develop and implement a multiple testing instrument for assessing
the performance of new teachers and to adapt this for application
in other professional contexts
- demonstrate that the research-based model of EPL can be embedded
in practice in such a way as to enhance professional learning,
performance and mentoring, and thus contribute to policy on early
professional development.
The outcomes of the project had immediate relevance for programmes
of professional induction and early professional learning and support
in general. Significant impacts:
- how competences, holistic or atomised, can contribute to an
effective socio-professional environment of support
- the nature of different professional learning styles e.g. evidence-based
reflection, creative writing, self or socially generated, cognitive
or affective
- key organisational characteristics of authentic collegiality
that nurture professional and personal growth amongst beginners
- inter-professional understanding and collaboration
The four year project involved collaboration between two universities,
Stirling and Manchester, with considerable teaching and research
experience in professional education. The empirical focus of the
project was the learning experience of beginning teaches in
secondary and primary schools, in Scotland and England.
Comparative work extended into other countries and other professions.
Teacher-researchers were centrally engaged in gathering data,
developing the grounded theory and operational model and in dissemination.
Systematic literature reviews and ethnography were complemented
by the development of a five-indicator assessment instrument.
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