Understanding the Professional Learning of Beginning Teachers Maximising Learning in a Context of Systemic Contraints

Abstract

This article considers the processes involved in the professional learning of beginning teachers in England. In discussing the processes involved, this article considers the nature of professional knowledge needed to be learned by beginning teachers and the processes by which they may learn. Representing beginning teacher learning is framed in terms of a learning trajectory in contrast to the Teachers’ Standards (DfE, 2011) which describe a restrictive and technicist perspective. This draws from the novice / expert discourse but with the understanding that while there are a number of typical features in a beginning teacher’s development (Burn, Hagger, & Mutton, 2014) there is variation between individuals. Finally, implications are drawn for those involved in the training of beginning teachers.