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The research catalogue is an archive of ESRC-funded grants and outputs. Links, files and other content will no longer be maintained or updated after April 2014.

Enhanced Competence-Based Learning in Early Professional Development

Grant reference: RES-139-25-0122

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Seminar/workshop details

Telling stories and making it count : blending narrative and numbers in the important relationships of new teachers
Qualitative research on beginning teachers has consistently identified the importance of a relational dimension, often more prevalent in narratives than the more cognitive basis of development. One of the aims of our research in the Early Professional Learning Project was, therefore, to develop an instrument that offered a more quantitative indication of this, something other than the softer story-based data that has been seen as a rather weak evidence base in some quarters of policy development. This presentation will, following a brief introductory overview, outline the development of that indicator (interact) within the naturalistic paradigm of the project and also present the main findings, including range of support persons, their order of importance, categories of support. Extracts from the extensive narrative data base will also be used to illuminate the lived reality behind the numbers. Concluding discussion will cover grounded connections to grander theory and the potential of our statistics to provide a fuller appreciation of what it means to become a teacher.

Primary contributor

Creator James McNally

Additional contributors

Organiser N/A The Faculty of Education, University of Glasgow
Author Allan Blake


early professional learning; beginning teaching; interaction; relationality; affect; mentoring

Additional details

The EPL Project was invited to deliver findings as part of the University of Glasgow's Teacher Education and Teachers’ Work seminar series.