Discover - Deepen - Do: a 3D Pedagogical Approach for Developing Newly Qualified Teachers as Professional Learners

Oct 15, 2026

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This article presents a teaching strategy for newly qualified teachers (NQTs) during their first year of teaching, developed by teacher educators at the University of Hertfordshire School of Education. The approach aims to foster critically reflective teaching, strengthen confidence in professional “voices”, enable collaborative learning, and support assessment of learning. It uses the “Discover-Deepen-Do” (3D) model to drive change by analysing critical incidents or moments. NQTs complete critically reflective learning journals and are assessed through learning conversations.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages25

Reading Time1 h 3 min

AccessFree to download

Abstract

Introduction

Induction for Newly Qualified Teachers

Issues for Newly Qualified Teachers

Australian Journal of Teacher Education | Volume 37 | Issue 9 | Article 3 | | --- | --- | | 2012
Discover –Deepen –Do: a 3D Pedagogical Approach for Developing Newly Qualified Teachers as Professional Learners
Sally Graham
University of Hertfordshire, [s.f.graham@herts.ac.uk](s.f.graham@herts.ac.uk)
Nicola Lester
University of Hertfordshire, [n.j.m.lester@herts.ac.uk](n.j.m.lester@herts.ac.uk)
Claire Dickerson
University of Hertfordshire, [j.e.c.dickerson@herts.ac.uk](j.e.c.dickerson@herts.ac.uk) | | Recommended Citation Graham, Sally; Lester, Nicola; and Dickerson, Claire (2012) "Discover – Deepen – Do: a 3D Pedagogical Approach for Developing Newly Qualified Teachers as Professional Learners,"Australian Journal of Teacher Education: Vol. 37: Iss. 9, Article 3. Available at: [http://ro.ecu.edu.au/ajte/vol37/iss9/3](http://ro.ecu.edu.au/ajte/vol37/iss9/3) This Journal Article is posted at Research Online. [http://ro.ecu.edu.au/ajte/vol37/iss9/3](http://ro.ecu.edu.au/ajte/vol37/iss9/3) Australian Journal of Teacher Education Discover – Deepen – Do: a 3D Pedagogical Approach for Developing Newly Qualified Teachers as Professional Learners Sally Graham Nicola Lester Claire Dickerson University of Hertfordshire Abstract: This article presents a strategy for teaching newly qualified teachers (NQTs) during their first year of teaching, developed by teacher educators from the University of Hertfordshire School of Education. The strategy included a new learning and teaching approach designed to enable NQTs to: develop as critically reflective teachers; build confidence in their professional 'voices'; learn collaboratively; and assess their learning. Pedagogical tools created to support the new approach included 'Discover-Deepen-Do' (3D), a model for driving change in teaching through analysing critical incidents or critical moments. The NQTs who completed the Master's level module used the 3D model, completed critically reflective 'learning journals' and were assessed through 'learning conversations'. This article describes the learning and teaching approach and evaluation method. Findings from the evaluation provide insight into the participants' perspectives of the approach, and the NQTs' development as confident and critically reflective teachers and as professional learners. Introduction This article presents a strategy for teaching newly qualified teachers (NQTs) during their first year of teaching, developed by members of the Continuing Professional Development (CPD) Programme team at the University of Hertfordshire School of Education. The strategy included a new learning and teaching approach designed to enable NQTs to: develop as critically reflective teachers; build confidence in their professional'voices'; learn collaboratively; and assess their learning. The pedagogical tools created to support the learning and teaching approach included 'Discover-Deepen-Do' (3D), a model for driving change in teaching through analysing critical incidents or critical moments. During the programme NQTs used the 3D model, completed critically reflective 'learning journals', and were assessed through 'learning conversations'. This article briefly outlines the international context for the induction of new teachers; statutory guidance for the induction of NQTs in England; and some issues for NQTs. It then describes the new teaching approach and the method of evaluation. Some findings from the evaluation are presented and discussed in the context of the purpose of the learning and teaching approach and of developing NQTs as professional learners. Vol 37, 9, September 2012 43 Australian Journal of Teacher Education Context Induction for Newly Qualified Teachers The requirement for NQTs to complete a compulsory induction period as part of teacher education is standard practice in many countries, although features of the induction process vary. In 2002, t

FAQs

What is the core purpose of the Discover-Deepen-Do (3D) approach in the article?

It is a pedagogical model for driving change in teaching by analysing critical incidents or critical moments, supporting NQTs’ development as professional learners.

How were participating newly qualified teachers supported and assessed in the programme?

They used the 3D model, completed critically reflective learning journals, and were assessed through learning conversations.

What kind of development outcomes does the evaluation focus on?

It highlights participants’ perspectives and focuses on NQTs’ development as confident and critically reflective teachers and as professional learners.

Oct 15, 2026

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