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| Novice teachers' experiences of induction in selected schools in Oshana region, Namibia | |
| Nantanga;Suama Panduleni | |
| 出版年 | 2014 |
| 英文摘要 | The focus of this study was to investigate the experiences of novice teachers of induction in three selected schools in Oshana region, Namibia. The point of departure is that the experiences of novice teachers of induction and support are not known. The problem was investigated by means of a literature study and empirical investigation, using a qualitative, phenomenological approach. Findings revealed that novice teachers do not have the same needs and do not have similar experiences of support. Key findings reveal that novice teachers’ problems can be solved better if support is given timeously and over a longer period, with all the stakeholders’ equal involvement in the induction process. Novice teachers are capable of making meaningful contributions to schools, and schools can benefit from them. The study recommends that novice teachers’ voices be heard and their views be incorporated when planning future induction programmes, to suit their individual and contextual needs. Educational Leadership and Management M. Ed. (Education Management) |
| 英文关键词 | Novice teacher induction Mentor Beginning teacher Novice teacher School culture Continuing professional development National Professional Standards Coping mechanism Socialisation Novice teacher needs 371.102096881 |
| 语种 | 英语 |
| URL | http://hdl.handle.net/10500/14200 |
| 资源类型 | 学位论文 |
| 条目标识符 | http://119.78.100.177/qdio/handle/2XILL650/248498 |
| 推荐引用方式 GB/T 7714 | Nantanga;Suama Panduleni. Novice teachers' experiences of induction in selected schools in Oshana region, Namibia[D],2014. |
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