Experience of and support for beginning English teachers : a qualitative Hong Kong case study

Abstract

This thesis reports on qualitative case study research into the experience of six novice English teachers in Hong Kong (HK). It describes their perceived experience, particularly the problems and challenges they encountered, as well as the induction and mentoring support they received during the first year of teaching. While the benefits of different forms of induction support (mentoring in particular) have been established, few studies have focused on specific factors that affect the perceived effectiveness of mentoring, from the point of view of both the mentors and the mentees. The current study therefore breaks new ground in investigating the perspectives of different stakeholders in the mentoring process. What is more, the majority of research reports the nature of the first year of teaching in one snapshot, often not paying attention to the professional development and changes throughout the year. The study follows a group of novice language teachers for the whole of their first year in teaching. The purpose of the case study is to give voice to the perspectives of individual novice teachers within the complex wider sociocultural context that these teachers have to negotiate. Consequently, the thesis begins by establishing key aspects of the HK context that impact on the experience of HK teachers and especially that of novice teachers in their first year. It then provides a literature review that details important contributions to an international understanding of induction and mentoring, as well as relating these to the specific HK situation. After presenting the research methodology and the issues involved, the thesis provides a discussion that both details the needs and challenges of the six participating novices and investigates the provision and perception of school-based induction and mentoring, as well as the roles these mechanisms play in their professional development, support and socialisation. As a subsidiary research question, the project also investigates whether and how the Induction Tool Kit (ACTEQ, 2009), the first official document supporting HK schools in providing support for beginning teachers, is used in schools the participants teach in. It also examines how challenges of first-year teachers, support for them, and professional development are understood by ACTEQ, the commission that advises the HK government on teacher education and development policies, manifested in the design and language of the tool kit. These are compared to the actual experience of the participating novices in the case study. The thesis concludes by suggesting the implications of the findings, as well as providing recommendations on how ACTEQ, teacher-training universities and schools can better support novice English language teachers and their mentors. The limitations of the project and ways of disseminating the findings will also be discussed after outlining these contributions