Abstract
In this chapter, we provide an overview of the national Teacher Induction Scheme
and the Flexible Route to Registration as a teacher in Scotland. We highlight both
the benefits and weaknesses of these two pathways into the teaching profession.
The benefits of the Teacher Induction Scheme include a guaranteed post, a
reduced teaching load in the induction year and an induction supporter/ mentor
to observe and support the induction year teacher. The main benefit of the
Flexible Route is that it can be done on a part-time basis and its main weakness
is the lack of a reduced teaching load and no formal supporter/ mentor
arrangement. Weaknesses in both pathways include the lack of a continuum in
professional development from initial teacher education at tertiary level into and
beyond the induction year. Another weakness in the induction scheme is the lack
of compulsory training or education for those who take on the role of induction
supporter/ mentor. Finally, we provide some recommendations for reviewing the
current pathways into teaching so that there are consistent levels of support to all beginning teachers in Scotland and clear routes into permanent employment as a teacher after the induction year.
and the Flexible Route to Registration as a teacher in Scotland. We highlight both
the benefits and weaknesses of these two pathways into the teaching profession.
The benefits of the Teacher Induction Scheme include a guaranteed post, a
reduced teaching load in the induction year and an induction supporter/ mentor
to observe and support the induction year teacher. The main benefit of the
Flexible Route is that it can be done on a part-time basis and its main weakness
is the lack of a reduced teaching load and no formal supporter/ mentor
arrangement. Weaknesses in both pathways include the lack of a continuum in
professional development from initial teacher education at tertiary level into and
beyond the induction year. Another weakness in the induction scheme is the lack
of compulsory training or education for those who take on the role of induction
supporter/ mentor. Finally, we provide some recommendations for reviewing the
current pathways into teaching so that there are consistent levels of support to all beginning teachers in Scotland and clear routes into permanent employment as a teacher after the induction year.
| Original language | English |
|---|---|
| Title of host publication | Teacher Education as an Ongoing Professional Trajectory |
| Subtitle of host publication | Implications for Policy and Practice |
| Editors | Denise Mifsud, Stephen Day |
| Publisher | Springer |
| Chapter | 5 |
| Pages | 97-117 |
| Number of pages | 21 |
| Edition | 1 |
| ISBN (Electronic) | 978-3-031-28620-9 |
| ISBN (Print) | 978-3-031-28619-3 |
| DOIs | |
| Publication status | Published - 27 Apr 2023 |
Publication series
| Name | Teacher Education, Learning Innovation and Accountability |
|---|---|
| Publisher | Springer |
| ISSN (Print) | 2524-5562 |
| ISSN (Electronic) | 2524-5570 |
Keywords
- Beginning Teachers
- Continuing professional development
- Mentoring Early Career Teachers
- Techer Induction
- Teacher Probation