Career changers and fast-track induction: teacher perspectives on their early professional development

Journal article

Griffiths, V. 2011. Career changers and fast-track induction: teacher perspectives on their early professional development. Teacher Development. 15 (1), pp. 19-35.
AuthorsGriffiths, V.

In this article, the early professional development of mature, early career teachers who entered the profession via an employment-based route to teaching in England is presented and explored from the teachers’ own perspectives. From a larger sample in a longitudinal study, the development of four career changers is traced in detail, using a model of professional learning which highlights teaching and professional skills. There is some evidence that those who undertake the programme experience a smoother induction into teaching than those from more traditional routes, although the internship year itself is challenging and demands a high level of commitment and resilience on the part of the pre-service teachers.

Contextual factors, such as school support and learning from experienced teachers, are vital in enabling early professional development and the absence of these can hinder learning and self-confidence. Findings are analysed with reference to the model, as well as research on teachers’ development, within a socio-cultural learning framework. The study makes a valuable contribution to knowledge about the professional development of mature entrants to teaching.

KeywordsTeachers’ professional development; Graduate Teacher Programme; mature career changers; socio-cultural learning; work-based learning.
JournalTeacher Development
Journal citation15 (1), pp. 19-35
PublisherTaylor & Francis
Digital Object Identifier (DOI)
Publication dates
Print18 Mar 2011
Publication process dates
Deposited12 Jun 2012
Output statusPublished
Permalink -

Download files

  • 3
    total views
  • 1
    total downloads
  • 0
    views this month
  • 0
    downloads this month

Export as