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Person and Context in Becoming a New Teacher

The influence of, and the interplay between biographical and contextual factors in new teachers' professional learning and development during their first years of teaching are examined. Data were gathered through semi-structured interviews and a questionnaire. Findings suggest the powerful influence of prior experiences as students, the low impact of Initial Teacher Education on new teachers' socialisation and the strong effect of workplace conditions in shaping beginning teachers' practices and attitudes towards teaching. It is argued that more importance needs to be given to the structural and organisational factors of the workplace if a 'learning culture' is to be fostered in schools. Implications for Teacher Education and Induction are discussed.