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How can schools support beginning teachers? A call for timely induction and mentoring for effective teaching

By Peter B. Hudson

Abstract

Induction programs largely focus on informing the beginning teacher about the school culture and infrastructure yet the core business of education is teaching and learning. This qualitative study uses a survey, questionnaire, and interviews to investigate 10 beginning teachers’ needs towards becoming effective teachers in their first year of teaching. Findings were synonymous with studies in other countries that showed they required more support in the induction process, particularly around the school context, networking, managing people, and creating work-life balances. It also found that these beginning teachers required more support in school culture and infrastructure with stronger consideration of developing teaching practices, such as: pedagogical knowledge development and behaviour management. It highlighted willing and capable assigned mentors who can model practices and provide feedback on the beginning teachers’ practices as pivotal to induction and mentoring processes

Topics: 130313 Teacher Education and Professional Development of Educators, Mentoring, Beginning teachers, Induction
Publisher: Edith Cowan University
Year: 2012
OAI identifier: oai:eprints.qut.edu.au:56785

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