Abstract
This small-scale exploratory qualitative investigation highlights the differential experiences of
new teachers classified as occasional (supply/substitute). We address the lack of formal
professional support offered to them and review the implications for their inclusion within an
online Community of Practice (CoP). The findings spotlight the participants' resilience and
higher than normal levels of social insight as being way finding methods of coping.
Thomas Ryan, Rob Graham. (2013) Barriers and Bridges: Occasional New Teacher Induction , Journal of Elementary Education, Volume-23, Issue-2.
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