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Teacher induction: What is really happening?

Hudson, Sue M. & Beutel, Denise A. (2007) Teacher induction: What is really happening? In Australian Teacher Education Association, July, 2007, Wollongong, Australia.

Abstract

Retention rates and stress levels of beginning teachers are of concern. There is evidence to suggest that well-planned induction programs can assist beginning teachers to make the transition successfully into the profession, which may increase retention rates. This qualitative, year-long study aims to explore and describe the induction experiences of eight beginning teachers as they negotiated their first year of teaching. The participants of this study represented 10% of the final cohort who attended the same regional university and completed a four-year Bachelor of Education (Primary) degree. Data were gathered through email correspondence at the commencement of term one and then at the end of each of the four school terms. Data also included telephone interviews and a questionnaire at the conclusion of term four focusing on these first-year beginning teachers’ perceptions of their induction into the profession. At the beginning of their first year of teaching these beginning teachers indicated they may require assistance in teaching to cater to individual difference, assessing in terms of outcomes, relating to parents, relating to the wider community, and understanding school policies; yet most commented they would not require assistance in relating to students and understanding legal responsibilities and duty of care. At the conclusion of their first year only one beginning teacher was assisted by a mentor (veteran teacher) on whole school programming, and planning for improving teaching with opportunities to visit classrooms of more experienced teachers. This was also the only beginning teacher who received a reduced workload in order to meet with the mentor to discuss pedagogical developments. The inadequate support provided to beginning teachers in this study highlights the need for principals and school staff to re-assess their contribution to beginning teachers’ development within the school context, which includes providing time, funding, and clear guidelines for a quality induction.

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ID Code: 9179
Item Type: Conference Paper
Additional URLs:
Keywords: teacher induction, mentor, mentoring, beginning teacher, induction
Divisions: Current > QUT Faculties and Divisions > Faculty of Education
Copyright Owner: Copyright 2007 (please consult author)
Deposited On: 27 Aug 2007
Last Modified: 29 Feb 2012 23:33

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