Experiences of induction by beginner educators in Bochum East Circuit, Limpopo province
Induction for teacher development is important for quality teaching and learning to take place in schools. The process of induction should be well-structured so that it is not mistaken as just an orientation to school procedures; it should be well-planned and implemented for the purposes of professi...
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Online Access: | Matsebane, Thobja Marcus (2015) Experiences of induction by beginner educators in Bochum East Circuit, Limpopo province, University of South Africa, Pretoria, <http://hdl.handle.net/10500/19961> http://hdl.handle.net/10500/19961 |
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ndltd-netd.ac.za-oai-union.ndltd.org-unisa-oai-uir.unisa.ac.za-10500-199612018-11-19T17:15:21Z Experiences of induction by beginner educators in Bochum East Circuit, Limpopo province Matsebane, Thobja Marcus Mampane, S. T. Induction Orientation Mentoring Beginner educator Professional development 372.11020968256 Teacher orientation -- South Africa -- Bochum First year teachers -- In-service training -- South Africa -- Bochum Elementary school teachers -- In-service training -- South Africa -- Bochum Mentoring in education -- South Africa -- Bochum Induction for teacher development is important for quality teaching and learning to take place in schools. The process of induction should be well-structured so that it is not mistaken as just an orientation to school procedures; it should be well-planned and implemented for the purposes of professional development and support (Rolley, 2001). The main aim of this study was to investigate beginner educators’ experiences of the induction process for professional development in the Bochum East Circuit of Limpopo Province. The assumption was that if schools are held accountable for learner performance, then support measures in terms of induction should be provided to newly appointed educators. Poor performance or educator turnover can sometimes be ascribed to inadequate interventions or the design of educator induction programmes. Although educators may have received the best training at university or training college, they still need to adjust to the realities of classrooms. To achieve the aim of the study, a qualitative research approach was followed to collect data through semi-structured interviews. The study is ensconced in the Educator Development Theory which acknowledges that educator preparation is rarely sufficient to provide all the knowledge and skills necessary for successful teaching. A great deal of knowledge and many skills are, mostly, acquired while on the job and principals should, therefore, adequately induct newly appointed educators. Four beginner educators and two principals from average performing primary schools were purposively sampled in the Bochum East Circuit of the Limpopo Province. A thematic analysis was carried out to generate themes that addressed the problem of the study. The findings from participant responses revealed differences in an understanding of the induction process. Support from the principal, HoDs and fellow colleagues were considered to be part of induction. Recommendations include that educators should be given continuous professional development through standardised induction programmes which could be adjusted to the needs of the school. Educational Leadership and Management M. Ed. (Education Management) 2016-02-24T07:08:52Z 2016-02-24T07:08:52Z 2015-09 Dissertation Matsebane, Thobja Marcus (2015) Experiences of induction by beginner educators in Bochum East Circuit, Limpopo province, University of South Africa, Pretoria, <http://hdl.handle.net/10500/19961> http://hdl.handle.net/10500/19961 en 1 online resource (xi, 84 leaves) |
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Induction Orientation Mentoring Beginner educator Professional development 372.11020968256 Teacher orientation -- South Africa -- Bochum First year teachers -- In-service training -- South Africa -- Bochum Elementary school teachers -- In-service training -- South Africa -- Bochum Mentoring in education -- South Africa -- Bochum |
spellingShingle |
Induction Orientation Mentoring Beginner educator Professional development 372.11020968256 Teacher orientation -- South Africa -- Bochum First year teachers -- In-service training -- South Africa -- Bochum Elementary school teachers -- In-service training -- South Africa -- Bochum Mentoring in education -- South Africa -- Bochum Matsebane, Thobja Marcus Experiences of induction by beginner educators in Bochum East Circuit, Limpopo province |
description |
Induction for teacher development is important for quality teaching and learning to take place in schools. The process of induction should be well-structured so that it is not mistaken as just an orientation to school procedures; it should be well-planned and implemented for the purposes of professional development and support (Rolley, 2001). The main aim of this study was to investigate beginner educators’ experiences of the induction process for professional development in the Bochum East Circuit of Limpopo Province. The assumption was that if schools are held accountable for learner performance, then support measures in terms of induction should be provided to newly appointed educators. Poor performance or educator turnover can sometimes be ascribed to inadequate interventions or the design of educator induction programmes. Although educators may have received the best training at university or training college, they still need to adjust to the realities of classrooms.
To achieve the aim of the study, a qualitative research approach was followed to collect data through semi-structured interviews. The study is ensconced in the Educator Development Theory which acknowledges that educator preparation is rarely sufficient to provide all the knowledge and skills necessary for successful teaching. A great deal of knowledge and many skills are, mostly, acquired while on the job and principals should, therefore, adequately induct newly appointed educators. Four beginner educators and two principals from average performing primary schools were purposively sampled in the Bochum East Circuit of the Limpopo Province. A thematic analysis was carried out to generate themes that addressed the problem of the study. The findings from participant responses revealed differences in an understanding of the induction process. Support from the principal, HoDs and fellow colleagues were considered to be part of induction. Recommendations include that educators should be given continuous professional development through standardised induction programmes which could be adjusted to the needs of the school. === Educational Leadership and Management === M. Ed. (Education Management) |
author2 |
Mampane, S. T. |
author_facet |
Mampane, S. T. Matsebane, Thobja Marcus |
author |
Matsebane, Thobja Marcus |
author_sort |
Matsebane, Thobja Marcus |
title |
Experiences of induction by beginner educators in Bochum East Circuit, Limpopo province |
title_short |
Experiences of induction by beginner educators in Bochum East Circuit, Limpopo province |
title_full |
Experiences of induction by beginner educators in Bochum East Circuit, Limpopo province |
title_fullStr |
Experiences of induction by beginner educators in Bochum East Circuit, Limpopo province |
title_full_unstemmed |
Experiences of induction by beginner educators in Bochum East Circuit, Limpopo province |
title_sort |
experiences of induction by beginner educators in bochum east circuit, limpopo province |
publishDate |
2016 |
url |
Matsebane, Thobja Marcus (2015) Experiences of induction by beginner educators in Bochum East Circuit, Limpopo province, University of South Africa, Pretoria, <http://hdl.handle.net/10500/19961> http://hdl.handle.net/10500/19961 |
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