Using activity theory and Q methodology to examine the experiences of in-service trainee teachers in the English further education sector. Issue 4 (2nd October 2019)

• Record Type: Journal Article
• Authors: Kentzer, Nichola; Bracey, Paul; Devecchi, Cristina
• Is Part Of: Research in post-compulsory education. Volume 24:Issue 4(2019)
• Page Start: 439
• Page End: 461
• Publication Date: 2019-10-02
• Subjects: Q methodology -- In-service teacher training -- further education -- activity theory -- subject-specific mentoring; Post-compulsory education -- Research -- Periodicals; Education, Higher -- Research -- Periodicals; 374
• DOI: 10.1080/13596748.2019.1654711
• Languages: English
• ISSNs: 1359-6748

Abstract

ABSTRACT: Where a high proportion of teachers who practice in primary and secondary schools are trained in a pre-service university setting, further education (FE) colleges train the majority of their teaching staff on an in-service, part-time basis. This paper discusses the experiences of eleven new teachers, based in two FE colleges, during their first year of an initial teacher training (ITT) course and examines the support provided by subject-specific mentors, both in terms of their expectations and actual experiences of being mentored. Q methodology was used as the main data collection tool, with the addition of post Q sort interviews. Forty eight statements, developed using focus groups with trainees and an extensive literature review, were sorted by the eleven trainee teachers. Findings indicated that all the participating trainees painted a positive picture about what a mentor could and should offer an in-service trainee in FE. However, in reality, differences in experiences were reported. In addition, there was evidence of the trainees finding support outside of the mentor-trainee dyad, in the form of communities of practice.