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

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Abstract

Those training to become teachers in England during the 2019/20 academic year were severely impacted by the first national lockdown due to the Covid-19 pandemic, 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 2020/1 NQTs in England through their first year of teaching. This article 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, while drawing on 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 the challenges of beginning a professional career. These findings may also be useful in future disruptive events for early teacher education.
Original languageEnglish
Pages (from-to)1-14
Number of pages14
JournalLondon Review of Education
Volume20
Issue number1
Early online date21 Dec 2022
Publication statusPublished - 4 Jan 2023

Keywords

  • COVID-19
  • Teacher education
  • well-being

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  • UCET Travel Award

    Quickfall, Aimee (Recipient), 2020

    Prize: Prize (including medals and awards)

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