Interrupting attrition? Re-shaping the transition from preservice to inservice teaching through Quality Teaching Rounds

The potential of rounds for impacting on teacher development is significant. However, rounds are conceptualised in multiple ways and there is little evidence of how they work, particularly for beginning teachers. This article examines how our approach, “Quality Teaching Rounds”, shapes the transition from preservice to inservice teaching. We analyse the discursive, subjectification, and lived effects of this form of rounds, drawing on interviews with 39 teachers in studies conducted between 2009 and 2014. Our analysis shows positive effects for these beginning teachers, including greater confidence, stronger professional relationships, and a clearer vision of their goals. We argue that the pedagogical framework and specific processes of our approach are critical to ensuring its positive effects and potentially interrupting attrition.