Search results for: Newman Elizabeth

This article explores the experiences of three primary school Newly Qualified Teacher career changers from a PGCE primary programme at a university in England. The experiences of the participants’ first year of teaching in their respective primary schools are explored through a constructive grounded theory methodology. The findings have implications for teacher trainers and NQT mentors in that it offers a perspective on the range of experiences career changer Newly Qualified Teachers bring with them to teaching.