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Early days: the experience of newly-qualified teachers

Session description

Presenter(s): 
Richard Kiely

Session details:

Early Days: the experience of newly qualified teachers This paper reports on an impact study of a short initial teacher training programme in TESOL. The focus is the ways in which the teacher training and learning activities within the programme shape practice as a teacher. The data is primarily drawn from telephone interviews with newly-qualified teachers in TESOL work around the world. This paper reports on an impact study of a short initial teacher training programme in TESOL. The focus is the ways in which the teacher training and learning activities within the programme shape practice as a teacher. The study has been funded by and carried out with the support of Trinity College London, the awarding body for the programme which was the focus of this study. It has involved recruiting newly-qualified teachers at the end of the TCL Cert TESOL course who expect to be in work soon after. The research draws on data from two main sources: telephone interviews with new teachers in work in the first weeks of employment, and again after one or two months, and documentation on their performance in the teaching practice component of the programme. The telephone interviews explored the experience of working in TESOL, how this is shaped by the teacher training programme, and how this combines with and is supported by situated, workplace learning in the TESOL work context. In this presentation, I describe the challenges of the research design and methodology, key features of the early work experience of the newly-qualified teachers, and emerging implications for initial teacher training course designers and for those in professional contexts who support newly-qualified teachers.