All’s well? New Zealand beginning teachers’ experience of induction provision in their first six months in school

Show simple item record Grudnoff, Alexandra en 2012-03-28T03:35:57Z en 2011 en
dc.identifier.citation Professional Development in Education Online:1-15 2011 en
dc.identifier.issn 1941-5257 en
dc.identifier.uri en
dc.description.abstract While the importance of induction for increasing beginning teacher retention and supporting professional development is widely recognized, less is known about the nature of support that novices encounter when they first start teaching. This study investigated twelve first-year New Zealand primary teachers’ perceptions of their induction experiences in their first six months of teaching. Semi-structured interviews (N=24) were the primary sources of data for this qualitative study. The study showed that despite New Zealand’s longstanding commitment to the induction of beginning teachers, the participants’ experiences were diverse and variable. The findings point to the learning and development opportunities open to beginning teachers when they work in schools that both recognise novices’ particular needs and have a school-wide commitment to the ongoing professional learning of all teachers. en
dc.publisher Routledge en
dc.relation.ispartofseries Professional Development in Education en
dc.rights Items in ResearchSpace are protected by copyright, with all rights reserved, unless otherwise indicated. Previously published items are made available in accordance with the copyright policy of the publisher. Details obtained from en
dc.rights.uri en
dc.title All’s well? New Zealand beginning teachers’ experience of induction provision in their first six months in school en
dc.type Journal Article en
dc.identifier.doi 10.1080/19415257.2011.636894 en
pubs.begin-page 1 en
pubs.volume Online en
dc.rights.holder Copyright: International Professional Development Association (IPDA) en
pubs.end-page 15 en
dc.rights.accessrights en
pubs.subtype Article en
pubs.elements-id 237297 en Education and Social Work en Learning Development and Professional Practice en
dc.identifier.eissn 1941-5265 en
pubs.record-created-at-source-date 2011-11-03 en

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