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Beginning teachers’ perception of their induction into the teaching profession
Citation
Kidd, L and Brown, N and Fitzallen, N, Beginning teachers' perception of their induction into the teaching profession, Australian Journal of Teacher Education, 40, (3) pp. 140-159. ISSN 0313-5373 (2015) [Refereed Article]
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Copyright Statement
Copyright 2015 The Authors
DOI: doi:10.14221/ajte.2014v40n3.10
Abstract
Beginning teachers’ induction into the teaching profession
needs to be personally and professionally fulfilling, which is often not
the case. The main objective of this mixed method study was to gain a
deeper understanding of beginning teachers’ experiences and the
perceptions of their induction into the teaching profession and the
support they received. A key finding was that many beginning
teachers entered the profession through casual or contract positions.
Although the beginning teachers reported receiving satisfactory
support, the support received varied among schools. Beginning
teachers’ perceptions of their induction are that the mentor and
induction programs are limited. Lack of support, work dissatisfaction
and an informal entrance into the profession influences beginning
teacher’s career plans and thus teacher attrition.
Item Details
Item Type: | Refereed Article |
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Keywords: | Teacher induction; mentors; beginning teachers |
Research Division: | Education |
Research Group: | Education systems |
Research Field: | Teacher education and professional development of educators |
Objective Division: | Education and Training |
Objective Group: | Teaching and curriculum |
Objective Field: | Teacher and instructor development |
UTAS Author: | Kidd, L (Mrs Lynda Kidd) |
UTAS Author: | Brown, N (Professor Natalie Brown) |
UTAS Author: | Fitzallen, N (Dr Noleine Fitzallen) |
ID Code: | 99169 |
Year Published: | 2015 |
Web of Science® Times Cited: | 6 |
Deposited By: | Education |
Deposited On: | 2015-03-16 |
Last Modified: | 2017-11-20 |
Downloads: | 228 View Download Statistics |
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