An exploration of the ‘lived’ experiences of newly qualified teachers, with a specific focus on mentoring, as they undergo the mandatory induction year during the global Covid-19 pandemic.

Holloway, Julia Mair 2023. An exploration of the ‘lived’ experiences of newly qualified teachers, with a specific focus on mentoring, as they undergo the mandatory induction year during the global Covid-19 pandemic. EdD Thesis, Cardiff University. Item availability restricted.

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Abstract

This longitudinal, qualitative study explored experiences of nine newly qualified teachers (NQTs) during their mandatory induction period with a particular focus on their experiences of being mentored. The complex context these teachers were working in included the onset of the global Covid-19 pandemic, an extensive and ambitious education reform agenda in Wales and cultures of scrutiny and accountability. Data were collected through in-depth, semi-structured interviews and analysed adopting a reflexive thematic approach. Findings indicate that the pandemic significantly diminished these NQTs’ opportunities for teaching experience and professional learning during Initial Teacher Education (ITE) and induction. The pandemic magnified the well-documented challenges experienced by NQTs, and the reality shock that many NQTs experience, yet mentoring support was significantly compromised. Temporary policy amendments to mitigate for these diminished experiences reduced induction requirements, rather than resourcing the extra support that these NQTs required. NQTs’ experiences of being mentored during their NQT year were highly variable and their understanding of the induction mentor role lacked clarity. Mentoring to support professional formation was largely inadequate, with minimal evidence of educative approaches. Evidencing the Professional Learning Passport (PLP) dominated mentor meetings, with mentors predominantly adopting instrumental approaches that compromised opportunities for NQTs to engage in authentic professional learning through critical discussions about their teaching practice. This study suggests educational stakeholders in Wales need to critically consider the nature and quality of mentoring provision for NQTs, to support critical engagement with their practice and the facilitation of professional learning essential for the advancement of their professional development and expertise. A clear consensus of the purpose of mentoring NQTs should be established with professional learning support and guidance on educative approaches to support NQTs in becoming the reflective, inquiring and collaborative professionals that Welsh education policy aspires to have.

Item Type:	Thesis (EdD)
Date Type:	Completion
Status:	Unpublished
Schools:	Social Sciences (Includes Criminology and Education)
Subjects:	H Social Sciences > H Social Sciences (General)
Date of First Compliant Deposit:	25 September 2023
Last Modified:	25 Sep 2023 09:36
URI:	https://orca.cardiff.ac.uk/id/eprint/162689

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