Transitioning from an initial teacher education programme to the actualities of classroom life during the induction year of practice, represents a challenging professional phase for many beginning teachers, e.g., McLean et al. 2020. While acknowledging the singular influence of contextual factors on beginning experience, nonetheless, “eye of the storm”-type representations (e.g., Craig 2013) have the effect of underplaying the agentive capabilities of beginning teachers.
To help counterbalance ‘problem-loaded’ views of beginning teachers, this study focuses on the agentive achievements of nine beginning primary teachers in the Republic of Ireland, throughout the course of their induction year. Specifically, the study investigates whether beginners’ agentive achievements are temporally embedded phenomena.