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Beginning Teachers' Learning
Making experience count
Draws on individual case studies and up to date research to explains how teacher educators can equip beginning teachers to learn much more effectively in school.
Katharine Burnis a university lecturer in education at the University of Oxford where she leads the PGCE history programme. She taught history for 10 years in school and became fascinated by the process of professional learning, first as a mentor of beginning teachers and then as a head of department desperately trying to keep more senior colleagues focused on developing their classroom practice. After completing a doctorate studying history teachers' learning in school and university, she became research officer for the Developing Expertise of Beginning Teachers (DEBT) project, a longitudinal study of 24 beginning teachers that traced their development over the course of their initial training and through the first two years of their career.