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Induction rites and wrongs: the educational vandalism of new teachers' professional development

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 1367-4587

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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
Controlled Keywords: England - London
Divisions: IOE Departments > Departments > Early Years and Primary Education
IOE Departments > Departments > London Centre for Leadership in Learning
Depositing User: IOE Repository Editor (2)
Date Deposited: 01 Apr 2010 11:32
Last Modified: 14 Oct 2013 11:40
URI: http://eprints.ioe.ac.uk/id/eprint/2830
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