The experiences of newly qualified teachers in 2020 and what we can learn for future cohorts

Quickfall, A., Wood, P. ORCID: 0000-0002-9707-0501 and Clarke, E., 2022. The experiences of newly qualified teachers in 2020 and what we can learn for future cohorts. London Review of Education, 20 (1). ISSN 1474-8460

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Those training to become teachers in England during the 2019/20 academic year were severely impacted by the first national lockdown due to the Covid-19 pandemic, with many missing school placements, giving them less time to build experience and confidence before becoming newly qualified teachers (NQTs). Their first year of teaching was also severely impacted by the pandemic. As part of a British Academy-funded project, we collected data from 2020/1 NQTs in England through their first year of teaching. This article focuses on the qualitative data from seven participants, utilising online interviews to understand the challenges and opportunities they faced within the sector during the pandemic. Our findings, while drawing on small-scale data, provide insights into how schools and training providers can support trainees in healthier times, and include the importance of relationships within school, support given by school leaders and the need to acknowledge the challenges of beginning a professional career. These findings may also be useful in future disruptive events for early teacher education.

Item Type: Journal article
Publication Title: London Review of Education
Creators: Quickfall, A., Wood, P. and Clarke, E.
Publisher: UCL Press
Date: 5 January 2022
Volume: 20
Number: 1
ISSN: 1474-8460
Rights: This is an open-access article distributed under the terms of the Creative Commons Attribution Licence (CC BY) 4.0, which permits unrestricted use, distribution and reproduction in any medium, provided the original author and source are credited.
Divisions: Schools > Nottingham Institute of Education
Record created by: Jonathan Gallacher
Date Added: 17 Jan 2023 15:39
Last Modified: 17 Jan 2023 15:45

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