Rachel Shanks

New teachers' individual learning dispositions: a Scottish case study

This research is concerned with the professional learning and development of new teachers in the Scottish Teacher Induction Scheme, in particular, informal and formal learning, the workplace learning environment and the personal and professional characteristics of the induction year teacher. Building on the work of Unwin and Fuller and Hodkinson and Hodkinson on expansive and restrictive learning environments for teachers, this study considers learning at both the social and individual level, while providing a deeper understanding of the related concept of individual learning disposition. A sequential mixed methods approach was adopted, using online questionnaires and semi-structured interviews, to collect new teachers’ perceptions of their learning experiences. The research suggests that a policy-driven formal programme of induction for new teachers should be augmented with experience of an expansive learning environment with supportive colleagues. The authors suggest that, rather than fitting the new teacher into existing arrangements, schools must recognize the new teachers’ individual learning dispositions, namely their learning biography and attitude towards, and engagement with, learning opportunities. By demonstrating flexibility schools can tailor induction year experiences, thus enabling rich and complementary professional learning to take place within a supportive workplace community.

Apprenticeship of new teachers during their induction year

Purpose – The purpose of this paper is to explore how the induction of new teachers might be regarded as a form of apprenticeship in which informal support (on‐the‐job learning) plays an important role alongside formal continuing professional learning (off‐the‐job learning). The sample teachers are part of the Teacher Induction Scheme in Scotland, which provides a reduced teaching workload during the induction year, so that new teachers have time to develop their practice through continuing professional learning and development activities.Design/methodology/approach – A sequential mixed methods study was undertaken, with two online questionnaires sent to 167 new teachers and two sets of semi‐structured interviews with ten new teachers.Findings – The findings highlight the importance of a reduction in teaching hours and the significance of informal learning for new teachers. Furthermore, while an induction scheme framework with reduced workload is important, new teachers need supportive colleagues to learn...

The importance of environment for teacher professional learning in Malta and Scotland

Abstract Current reforms in the Maltese and Scottish educational contexts can only be fully implemented if teachers radically transform the way they teach. Teacher professional learning is an important mechanism that policy-makers, school leaders and administrators have to achieve this. Teacher professional learning is, above all, situated within the specific social workplace environment of teacher practice. Thus, schools need to be recognised as important sites of professional learning for teachers. In Malta and Scotland teachers were asked about their professional learning to identify how the learning environment within individual schools affects professional learning. In both countries, collaboration and school leadership were key components in determining a school’s learning environment. Data analysis led to the production of examples of expansive and restrictive features. Policy-makers, school leaders and administrators can use these features to examine how schools operate in terms of helping or hindering professional learning in the school environment.

Issues and Impact of the Named Person Legislation in Scotland

This chapter concerns the new Named Person Service in Scotland. For school-age children the Named Person will be a teacher and their role will be to advise, inform and support the child, young person or their parent, to help them access services or support or discuss or raise a matter about the child/young person with a service or relevant authority. The Named Person Service is an example of systemic, and potentially transformational, change in which teachers and principals play a key part. When in force school principals will be responsible for: protecting children’s welfare and well-being; (trans)forming ever closer working relationships with other agencies and practitioners; keeping parents and families informed about the Named Person Service; adhering to information-sharing legislation and guidance; and involving children in decisions that significantly affect their lives.

Expectations and Challenges: The Implementation of Mobile Devices in a Scottish Primary School.

This article provides a case study of the implementation of iPod Touches on a one-to-one basis in a Scottish primary school. It focuses on teachers’ expectations for the project and the realisation (or otherwise) of these expectations. Findings suggest that the iPods offered opportunities for resource provision, interactive learning and extension activities. Technical challenges impacted on what could be achieved and some expectations, including sharing of resources and pupil work, and use for assessment, were not fully realised. Teachers also reported that some expected issues were quickly overcome. The development of teacher confidence with the devices remained a challenge after 12 months and they continued to seek meaningful ways to implement devices in the classroom. This case study contributes to our understanding of the pedagogical impact of mobile devices in schools and highlights the ways in which they can quickly become a valued part of the classroom environment. It suggests that implementation may not necessarily be a linear process of moving from assimilation to accommodation, as suggested by Lebrun, but that both phases may take place concurrently.