Notes for further reading

Overview

The induction of new teachers is determined by a different regulatory framework in each of England, Wales, Northern Ireland and Scotland. Access to these documents is probably the best way of providing an overview of the arrangements for newly qualified teachers, which do differ quite markedly across the United Kingdom.

If you are interested in induction in England, try:

DfES (2003) The Induction Support Period for Newly Qualified Teachers, London: DfES.

TTA (2002) Supporting Induction of New Teachers, London: TTA.

For Wales, you may wish to look at

The National Assembly for Wales (2003) Induction for Newly Qualified Teachers in Wales, Cardiff: The National Assembly for Wales.

In Scotland, you may wish to look at the McCrone Report that provides contextual information relating to the reform of the teaching profession as well as a useful publication from the Scottish General Teaching Council.

The Scottish Executive (2000) A Teaching Profession for the 21st Century, The McCrone Report, Edinburgh: The Scottish Executive.

Scottish Executive Education Department/General Teaching Council for Scotland (2001) The Standard for Full Registration, Edinburgh: General Teaching Council for Scotland.

Scottish Executive (2003), Teacher Induction Scheme, Edinburgh: The Scottish Executive.

In Northern Ireland consider:

Department of Education for Northern Ireland (1999) The Teacher Education Partnership Handbook, Belfast: Department of Education for Northern Ireland.

Section 1: The Induction of Newly Qualified Teachers

Reflective Teaching focuses on induction within England, and here there are a number of books that provide an introduction to induction from various perspectives. Books written specifically for Newly Qualified Teachers include:

Bleach, K. (2000) The Newly Qualified Secondary Teacher’s Handbook, London: David Fulton.

Bubb, S. (2003) A Newly Qualified Teacher’s Manual, How to Meet the Induction Standards, 2nd edition, London: David Fulton.

Bubb, S. (2003) The Insider's Guide for New Teachers, London: Routledge Falmer.

Cowley, S. (2003) How to Survive Your First Year in Teaching, London: Continuum.

Hayes, D. (2000) The Handbook for Newly Qualified Teachers, London: David Fulton.

Holmes, E. (2002), The Newly Qualified Teacher's Handbook, London: Routledge Falmer.

Kenward, H. (2001) An Induction Manual for Newly Qualified and Returning Teachers, London: David Fulton.

O'Hara, M. (2004), Meeting the Standards for Initial Teacher Training and Induction, 2nd Edition, London: Continuum.

Simco, N. (2003) Succeeding in the Induction Year: 2nd Edition, Exeter: Learning Matters.

This next book does not focus on the current standards and requirements for induction, but is nevertheless an interesting source of generic information for NQTs.

Tubbs, N. (1996), The New Teacher, An Introduction to Teaching in Comprehensive Education, London, David Fulton.

There are also a number of books available that are written specifically for induction tutors. Like the books for newly qualified teachers, these have a professional emphasis and approach:

Bleach, K. (1999) The Induction and Mentoring of Newly Qualified Teachers, A New Deal for Teachers, London: David Fulton.

Bubb, S. (2000) The Effective Induction of Newly Qualified Primary Teachers, An Induction Tutor’s Handbook, London: David Fulton.

Carroll, C. and Simco, N. (2001) Succeeding as an Induction Tutor: Effective Support for Newly Qualified Teachers, Exeter: Learning Matters.

Neil Kitson’s book adopts a rather different approach in so far as it is specifically designed as a course for NQTs run by induction tutors:

Kitson, N. (2000) An INSET for NQTs, An In-school Course for Teachers in the Primary School, London: Routledge Falmer.

Section 2: Mentoring as Reflection and Reflection in the Induction Period

Please see also notes for further reading for Chapter 2.

A number of books derived from extensive empirical work focus on induction, and within this have a precise focus on mentoring. A DfES research project focused on the national impact of induction is used extensively in the first book here, whilst the second derives from a research project commissioned by the Association of Teachers and Lecturers.

Bubb, S., Heilbronn, R., Jones, C., Totterdell, M. and Bailey, M. (2002) Improving Induction, A Guide for Schools, London: David Fulton.

Moyles, J., Suschitzy, W. and Chapman, L. (1998) Teaching Fledglings to Fly? Mentoring and Support Systems in Primary Schools, London: Association of Teachers and Lecturers. (Reading 16.4)

The following two books both contain case studies of NQTs and interpret these to produce reflective accounts of newly qualified teachers’ classroom experiences.

Calderhead, J. and Shorrock, S. B. (1997) Understanding Teacher Education, London: Falmer.

Bennett, N. and Carré, C. (Eds), (1993) Learning to Teach, London: Routledge. (Reading 16.3)

Whilst the focus of the next two books is on initial teacher education, there is much that can be applied to the mentoring of newly qualified teachers.

Edwards, A. and Collison, J. (1996) Mentoring and Developing Practice in Primary Schools, Supporting Student Teacher Learning in Schools, Buckingham: Open University Press.

Tomlinson, P. (1995) Understanding Mentoring, Reflective Strategies for School-based Teacher Preparation, Buckingham: Open University Press.

In addition...

Many of the books for and about NQTs operate within the paradigm provided by the regulatory framework for induction. Les Tickle encourages us to think outside that paradigm as he returns to ask fundamental questions related to induction.

Tickle, L. (1994) The Induction of New Teachers, Reflective Professional Practice, London: Cassell.

Tickle, L. (2000) Teacher Induction: The Way Ahead, Buckingham: Open University Press.