How do beginning teachers develop their knowledge of early-years pedagogy?

Abstract

The focus of this paper is on the development of early-years pedagogy for a beginning teacher during her initial training and newly qualified teacher year. A series of interviews was conducted with the beginning teacher and the class teacher and mentor she worked alongside. The findings suggested that a shared pedagogy of early-years practice developed between the participants during their interactions within the setting. Three themes emerged from the data analysis highlighting the importance of learning through observation; learning through critical reflection; and learning as an apprentice for the development of a personal pedagogy. The implications for mentors and class teachers in their interactions with beginning teachers are considered.