From Theory to Practice: The Experiences of Catholic Probationary Teachers

Drawing on empirical data, this article explores the experiences of newly qualified Roman Catholic teachers in Scotland as they enter the classroom. Set within the context of a longitudinal study that was conducted over a 3-year period tracking the experiences and development needs of Catholics new to the profession, this particular article is concerned with twenty teachers in their probationary year (first year of teaching), from a mix of both primary and secondary Roman Catholic schools in Scotland. Data were collected through semi-structured interviews conducted at the end of the participants' first full year teaching. The findings suggest that the culture and leadership style existing within such schools can have a powerful impact on the behavior and personal convictions of the individual teacher.