The experiences of newly qualified teachers in 2020 and what we can learn for future cohorts

Quickfall, A., Wood, P. and Clarke, E. (2022) The experiences of newly qualified teachers in 2020 and what we can learn for future cohorts. The London Review of Education. ISSN 1474-8479

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Those training to become teachers in England during the 2019/20 academic year were severely impacted by the first national lockdown due to COVID-19, with many missing school placements, giving them less time to build experience and confidence before becoming Newly Qualified Teachers (NQTs). Their first year of teaching was also severely impacted by the pandemic. As part of a British Academy funded project, we collected data from 2020/21 NQTs in England through their first year of teaching. This paper focuses on the qualitative data from seven participants, utilising online interviews to understand the challenges and opportunities they faced within the sector during the pandemic. Our findings, whilst drawing upon small-scale data, provide insights into how schools and training providers can support trainees in healthier times and include the importance of relationships within school, support given by school leaders and the need to acknowledge challenges of beginning a professional career. These findings may also be useful in future disruptive events for early teacher education.

Item Type: Article
Additional Information: © 2022 UCL Press. This is an author accepted manuscript of a paper subsequently published in The London Review of Education. Uploaded in accordance with the publisher's self-archiving policy.
Divisions: School of Teacher Development
Depositing User: Aimee Quickfall
Date Deposited: 20 Dec 2022 10:08
Last Modified: 05 Jan 2023 16:18

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