Supporting the digitally able beginning teacher |
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| Authors: | Louise Starkey |
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| Institution: | School of Educational Policy and Implementation, Victoria University of Wellington, PO Box 17-310, Karori, Wellington, New Zealand |
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| Abstract: | This article reports on research which explored the experiences six digitally able beginning teachers during their first year in secondary schools. Using a complexity theoretical framework, the barriers and enablers that influenced the integration of digital technologies into teaching practice were examined. The findings indicate that context influences the ability of beginning teachers to apply their knowledge and experience of digital technologies to their teaching practice through: school policies and structures which encourage and allow access to digital technologies, encouraging beginning teachers to develop their sense of agency, and the support of a mentor with relevant pedagogical content expertise. |
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| Keywords: | Digital technologies Beginning teachers ICT Mentoring Agency |
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