Newly qualified teachers: Tensions between needing support and being a resource. A qualitative study of newly qualified teachers in Norwegian upper secondary schools. (June 2023)

• Record Type: Journal Article
• Authors: Kvam, Edel Karin; Roness, Dag; Ulvik, Marit; Helleve, Ingrid
• Is Part Of: Teaching and teacher education. Volume 127(2023)
• Publication Date: 2023-06
• Subjects: Newly qualified teacher -- Upper secondary school -- Induction period -- Resource -- Support; Teaching -- Periodicals; Teachers -- Training of -- Periodicals; Enseignement -- Périodiques; Enseignants -- Formation -- Périodiques; Electronic journals; 371.10205
• DOI: 10.1016/j.tate.2023.104090
• Languages: English
• ISSNs: 0742-051X

Abstract

Abstract: Newly qualified teachers (NQTs) need support during induction. However, emphasis on support may be perceived as a deficit approach. Going beyond deficit thinking, this interview study investigates how NQTs in Norwegian upper secondary schools perceive themselves as a resource in schools as well as how they perceive their simultaneous need for support. The study concludes that NQTs' opportunities to be a resource are in tension with their need for support. To balance this tension, it is argued that NQTs status as a resource and their need for support should be viewed as a dynamic process offering opportunities for innovation. Highlights: NQTs are highly committed to their profession and can inspire experienced colleagues to further develop their practices. Given their recent teacher education, NQTs have new knowledge to offer in schools. Thanks to their newcomer's perspective, NQTs question established practice. NQTs status as a resource during induction is in tension with their simultaneous need for support.