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Beginning teachers’ experiences of preparation & additional well-being support throughout initial teacher education

Cook, Laura 2017. Beginning teachers’ experiences of preparation & additional well-being support throughout initial teacher education. DEdPsy Thesis, Cardiff University.
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Abstract

Beginning Teacher (BT) attrition in the UK has been described as problematically high (Hughes, 2012). Whilst many contributing factors towards teacher attrition have been identified (Schaefer (2013), Foreman-Peck (2015) suggests that the role of well-being, and the contextual-level issues that influence it, are frequently overlooked. Given that many of the same reasons are cited by BTs for both negative well-being and premature attrition (Harfitt, 2015), Hamilton and Clandinin (2011) identify research into BT well- being as a worthwhile area of study. This study adopted a pragmatist, mixed-methods approach in exploring BTs’ experiences of preparation and additional well-being support throughout Initial Teacher Education (ITE) in Wales at two time-points: end of ITE (Time 1) and approximately eight weeks into teaching (Time 2). At Time 1, online- questionnaires, containing both quantitative and qualitative questions, captured the experiences of 109 BTs. Six BTs also participated in semi-structured interviews. At Time 2, 34 BTs from the original questionnaire-cohort completed a follow-up questionnaire, whilst five of the original interviewees participated in a follow-up interview. Interpretative Phenomenological Analysis (IPA) was conducted (Smith, Flowers & Larkin, 2009). The IPA-process utilised by Snelgrove, Edwards and Liossi (2013) was also adopted as a guide for analysing interview data from two time-points. Findings outlined a need for more in-depth preparation during ITE; particularly in relation to some of the aspects of teaching that can have a detrimental impact on well- being. Also found was the need for more direct well-being support for BTs, focusing first on reducing the stigma associated with teacher well-being and increasing communication between ITE staff, placement-school staff and BTs. Recommendations for developments within ITE to support BTs’ well-being from the outset of their careers are made, with consideration as to how educational psychologists might contribute.

Item Type: Thesis (DEdPsy)
Status: Unpublished
Schools: Psychology
Subjects: B Philosophy. Psychology. Religion > BF Psychology
Funders: Welsh Government
Date of First Compliant Deposit: 21 September 2017
Date of Acceptance: 20 September 2017
Last Modified: 21 Sep 2017 16:21
URI: http://orca-mwe.cf.ac.uk/id/eprint/104925

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