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The Experiences of Newly Qualified Early Childhood Teachers and their Professional Development and Support Needs

NZRZECE Journal 2015 coverBy Helen Aitken
© ChildForum

 

This paper reports on research which examined the experiences of a group of eight newly qualified teachers in the 18 months following the completion of their initial teacher education.

For all of the teachers in the study, being qualified resulted in an immediate change of identity, and with this new identity often came multiple roles and/or increasing levels of responsibility in their centre. The conflicting nature of these roles and identities meant that for some of the teachers very little support or acknowledgment of their newly qualified status was given to them in their first years of teaching. 


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