Bubb, Sara and Earley, Peter (2006) Induction rites and wrongs: the educational vandalism of new teachers' professional development. Journal of In-Service Education, 32 (1). pp. 5-12. ISSN Print: 1367-4587 Online: 1747-5082
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Abstract
The central theme of this paper is that teachers’ professional development in England is not being taken as seriously as it needs to be. With reference to the induction of newly-qualified teachers and the early professional development pilot schemes, it draws on data from several related pieces of research, to argue that cases of ‘educational vandalism’ exist. These are identified at three levels – the school, the individual and the current funding policy of the government. It is argued that the short term gain of money and time saved by non existent, inadequate or inappropriate continuing professional development has a number of significant effects; teachers work below their potential, get stale, leave the profession - all of which result in generations of children not learning as well as they might have been. ‘Educational vandalism’ needs to be eliminated; investing in people’s development costs money but the alternative is more expensive.
| Item Type: | Article |
|---|---|
| Additional Information: | This is an electronic version of an article published in Bubb, Sara and Earley, Peter (2006) Induction rites and wrongs: the educational vandalism of new teachers' professional development. Journal of In-Service Education, 32 (1). pp. 5-12. Journal of In-Service Education is available online at: http://dx.doi.org/10.1080/13674580500479844 |
| Uncontrolled Keywords: | England - London |
| Subjects: | Departments > London Centre for Leadership in Learning Departments > Early Childhood and Primary Education |
| Depositing User: | IOE Repository Editor (2) |
| Date Deposited: | 01 Apr 2010 11:32 |
| Last Modified: | 26 Jun 2012 22:30 |
| URI: | http://eprints.ioe.ac.uk/id/eprint/2830 |
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