Reality aftershock and how to avert it: second-year teachers' experiences of support for their professional development

Andrew Hobson, Patricia Ashby

Research output: Contribution to journalArticle

Abstract

Drawing on analyses of data from a large-scale, mixed method study of new entrants to the teaching profession in England, this article presents new findings on beginner teachers’ experiences of post-induction support for their professional development, about which little was previously known. As well as highlighting positive and negative aspects of support provision, it is shown that the recognised phenomenon of ‘reality shock’ (Gaede, 1978) is not confined to the transition between initial teacher preparation and teachers’ first year in post, since some second year teachers experience a new or additional shock associated with the cessation of the induction support introduced, in part, to cushion the impact of that transition. Amongst the potential implications of these findings, it is argued that where they do not already exist, formal mechanisms should be introduced to facilitate the provision of contingent support for beginner teachers’ professional development beyond their first year.
Original languageEnglish
Pages (from-to)177-196
Number of pages20
JournalCambridge Journal of Education
Volume42
Issue number2
DOIs
Publication statusPublished - 31 Dec 2012

Bibliographical note

This is an Accepted Manuscript of an article published by Taylor & Francis in Cambridge Journal of Education on 22/05/2012, available online: http://wwww.tandfonline.com/10.1080/0305764X.2012.676628

Keywords

  • second-year teachers
  • post-induction support
  • early professional development
  • reality shock
  • transition shock
  • reality aftershock

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