Navigating the First Years: Newly Qualified Teachers’ Experiences with Professional Learning Communities

• Published in: Systemic practice and action research 2024-12, Vol.37 (6), p.1281-1302
• Main Authors: Mabunda, Pinkie Louisa, McKay, Veronica Irene
• Format: Article
• Language: English
• Subjects: Beginning teachers; Business and Management; Learning; Methodology of the Social Sciences; Organization; Participatory research; Peer to peer computing; Social capital; Sociology; Teachers
• ISSN: 1094-429X; 1573-9295
• DOI: 10.1007/s11213-024-09707-w

Drawing on a mixed-methods evaluation of the New Teacher Induction Programme of the South African Department of Basic Education, this paper examines the role of Professional Learning Communities in enabling the transition of newly qualified teachers (NQTs) into their professional roles in schools. The article focuses on one of the four components of the induction programme, namely, the participation of NQTs in Professional Learning Communities (PLCs) and examines the experiences of newly qualified teachers as members of their respective professional learning communities. It begins by examining the range of typical early career challenges and, thereafter, shows how the social capital fostered through their collaboration in communities enables to overcome a range of challenges they face. As the results of the study show, PLCs provide safe spaces where new teachers experiment, share experiences and engage in collective reflection and problem-solving. The new teachers reported a range of professional and personal benefits, including their professional growth, expanded peer networks, and a stronger sense of belonging. Moreover, their responses show how their participation in PLCs contributes to developing their self- and collective efficacy, increasing their resilience, and enabling their transition into the teaching profession. As a participatory action research study, the paper shows the dual benefits of the PLCs – both in supporting the personal and professional development of novice teachers and in informing the development of broader educational policy. The results of the study led to the expansion of the New Teacher Induction Programme and the national adoption of PLCs – illustrating how teacher experiences can inform policy in bringing about meaningful change.