کد مقاله | کد نشریه | سال انتشار | مقاله انگلیسی | نسخه تمام متن |
---|---|---|---|---|
374365 | 622491 | 2011 | 10 صفحه PDF | دانلود رایگان |
In this paper we explore newly qualified New Zealand secondary teachers’ varied accounts of induction. We claim that multiple interpretations of objectives for induction programs are a significant source of this variation. With reference to an activity system framework, we identify four primary objects of induction that were represented in the induction accounts as follows: ‘orientation to learning about the context’, ‘fitting into the school’, ‘completing registration requirements’, and ‘becoming a professional inquirer’. Whilst teachers would be expected to experience all of these objects within their induction experiences, the balance and emphases of these objects within programs varied considerably.
► The provision of effective induction support and guidance is challenging.
► Multiple interpretations the object of induction are a major source of variation.
► The balance and emphases of the objects of induction varied considerably.
► Multifaceted induction needs to ensure that the object of the program is shared.
Journal: Teaching and Teacher Education - Volume 27, Issue 5, July 2011, Pages 861–870