Teacher induction,identity, and pedagogy: hearing the voices of mature early career teachers from an industry background     

Annette Green 《Asia-Pacific Journal of Teacher Education》2015,43(1):49-60

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Improving workplace learning of lifelong learning sector trainee teachers in the UK     

Bronwen Maxwell 《Journal of Further & Higher Education》2014,38(3):377-399

Learning in the teaching workplace is crucial for the development of all trainee teachers. Workplace learning is particularly important for trainee teachers in the lifelong learning sector (LLS) in the UK, the majority of whom are already working as teachers, tutors, trainers or lecturers while undertaking initial teacher education. However, literature indicates that LLS workplace conditions often inhibit teacher learning. This article reviews the research base on LLS trainees’ workplace learning. Billett’s (2008 Billett, S. 2008. “Learning through Work: Exploring Instances of Relational Interdependencies.” International Journal of Educational Research 47: 232–240.[Crossref] , [Google Scholar]) concept of relational interdependence, between the affordances (activities and interactions) that workplaces offer for learning and the ways in which individuals perceive and engage with these, is used as a framework to synthesise research evidence. Support and experience of teaching were found to be crucial affordances for trainees’ learning. The nature and availability of these affordances were shaped by workplace culture, organisational strategy, process and structures and the allocation and structuring of work. The ways in which trainees perceived and interacted with workplace affordances for learning were influenced by their prior experiences, confidence and self-esteem, career intentions, workplace position and status and orientation toward theoretical tools. The key properties of support and teaching experience and the workplace conditions needed to promote trainees’ learning are proposed. These provide a starting point for employers, mentors, teacher educators, policy makers and trainees to improve workplace learning. The findings and proposals are also relevant to HE and school initial teacher education. Proposals are made for addressing the gaps in the scale and scope of research into LLS trainees’ workplace learning.  相似文献   

Coordinating Constant Invention: Social Media's Role in Distributed Work     

Stacey Pigg 《Technical Communication Quarterly》2014,23(2):69-87

Cultural shifts in technology and organizational structure are affecting the embodied practice of symbolic-analytic work, creating the need for more fine-grained tracings of everyday activity. Drawing on interviews and observations, this article explores how one freelance professional communicator's social media use is intertwined with inventive social coordination. Networked writing environments help symbolic analysts gain access to communities of practice, maintain a presence within them, and leverage social norms to circulate texts through them.  相似文献   

Proximal and distal outcomes of organizational socialization among new teachers: a mediation analysis     

Tengku Faekah Tengku Ariffin  Rosna Awang Hashim  Norhafezah Yusof 《Teacher Development》2014,18(2):163-176

This study was designed to examine the relationship between socialization experience and the task performance of new teachers. It proposed to do this by testing a structural model. In explicating the relationship between the two constructs, teacher engagement in workplace learning activities and wellbeing were included in the structural model as plausible mediators. The study used a survey research method to gather data from a sample of 182 beginning teachers in northern peninsular Malaysia. Data were analyzed using SPSS version 16.0 and AMOS 16.0. The findings indicate that the structural model adequately fits the data. There is a significant indirect influence of socialization factors on the task performance of new teachers, with 81% of the variance explained.  相似文献   

Workplace support for newly qualified doctors and secondary school teachers: A comparative analysis     

Helen Foster-Collins  Karen Mattick  Vivienne Baumfield 《British Educational Research Journal》2023,49(5):1005-1043

Doctors and teachers in their first year of practice face steep learning curves and increased stress, which can induce poor mental health, burnout and attrition. Informal workplace support from colleagues can help smooth transitions and aid professional development. A three-phase comparative research design was used to explore who provides informal workplace support to early-career professionals, types of support and influencing factors. Phase 1 was a systematic secondary analysis of interviews and audio diaries from 52 UK doctors in their first year of foundation training (F1s). Phase 2 involved new narrative interviews with 11 newly qualified teachers (NQTs) from English secondary schools. Phase 3 was a comparative analysis to produce a model of workplace support. Given barriers to accessing senior doctors, F1 doctors drew upon nurses, pharmacists, microbiologists, peers/near-peers and allied healthcare professionals for support. NQTs gained support from allocated mentors and seniors within subject departments, as well as teaching assistants, allied support staff and wider professional networks. Support types for both professions included information and advice on practice, orientation to local settings, collaborative development activities, observation and feedback, and socioemotional support. Influencing factors included variable departmental cultures, limited opportunities for informal contact, sometimes negative inter-group perceptions and the agentic responses of novices. The resulting workplace model of support could underpin future research and evaluations of support in similar ‘hot-action’ environments. In medicine and teaching, greater utilisation of near-peers and allied staff, improved role understanding and communication, increased informal contact and sharing successful strategies across professions could enhance supportive relationships.  相似文献