27 research outputs found
Realism vs. Constructivism in Contemporary Physics: The Impact of the Debate on the Understanding of Quantum Theory and its Instructional Process
Opening Space for Clients' Religious and Spiritual Values in Therapy: A Social Constructionist Perspective
Using Dialogue Journals to Promote Student Learning in a Multicultural Teacher Education Course
Reality aftershock and how to avert it: second-year teachersâ experiences of support for their professional development
Drawing on analyses of data from a large-scale, mixed-method study of new entrants to the teaching profession in England, this article presents new findings on beginner teachersâ experiences of post-induction support for their professional development, about which little was previously known. As well as highlighting positive and negative aspects of support provision, it is shown that the recognised phenomenon of âreality shockâ is not confined to the transition between initial teacher preparation and teachersâ first year in post, since some second-year teachers experience a new or additional shock associated with the cessation of the induction support introduced, in part, to cushion the impact of that transition. Amongst the potential implications of these findings, it is argued that where they do not already exist, formal mechanisms should be introduced to facilitate the provision of contingent support for beginner teachersâ professional development beyond their first year