The experiences of a beginning History teacher in a regional high school

Abstract

This paper reports on the findings of a beginning History teacher's experiences in the first term of teaching. The study focuses on the beginning History teacher's induction within a high school and History department, and skills transfer to teaching practice from university coursework, in the first term of teaching. Data was gathered using a semi-structured interview by telephone at the beginning and at end of the first term of the school year. The culture of the school and department emerge as powerful factors in determining the kind of identity the teacher develops early in their career.