Natalie Donohue
University of Leeds
In the finishing stages of a PhD at the University of Leeds, UK, and teaching English language and didactics at Volda University College, Norway.
Sessions
Novice Teacher Support, Interaction, and Cognition
Workplace interaction and social support can have a significant effect upon the cognition and development of novice teachers as they navigate the transition between training and teaching. This paper reports on findings from a qualitative longitudinal case-study of five novice EFL teachers, exploring the positive and negative influences which interaction with colleagues and wider social support had upon their cognition and development during this formative time.