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Professional development and the beginning teacher: issues of teacher autonomy and institutional conformity in the performance review process

By Sue Dymoke and Jennifer K. Harrison


This paper presents an analysis of some interview data from a small qualitative study of beginning teachers in their second year of teaching and selected mentors. It explores the extent of the opportunities for their further professional development and considers how the key ‘actors’ in these schools perceive, and experience, their school systems for performance management, appraisal and the associated mentoring, in relation to beginning teachers' professional needs and development. Rippon and Martin [(2003) ‘Supporting induction: relationships count’, Mentoring and Tutoring, 11(2), 211–226] highlight a need for the mentor to help in the development of a professional identity for teaching in the first year of teaching. For our sample of second year teachers, our analysis indicates that the support systems in school do not encourage the new teachers to become self‐monitoring or critically reflective practitioners. Their professional development seems to be largely rooted in performance‐led school managerial systems that may leave them unsupported in relation to their career aspirations and personal and professional targets

Year: 2006
DOI identifier: 10.1080/02607470500511009
OAI identifier: oai:lra.le.ac.uk:2381/1025
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