Beginning Teachers' Perception of Their Induction into the Teaching Profession

Autor/inn/en	Kidd, Lynda; Brown, Natalie; Fitzallen, Noleine
Titel	Beginning Teachers' Perception of Their Induction into the Teaching Profession
Quelle	In: Australian Journal of Teacher Education, 40 (2015) 3, Artikel 10 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0313-5373
Schlagwörter	Beginning Teachers; Beginning Teacher Induction; Teacher Attitudes; Mixed Methods Research; Teaching Experience; Social Support Groups; Mentors; Career Planning; Teacher Persistence; Foreign Countries; Questionnaires; Australia + Suchen Sie Ihr Suchwort? Junior teacher; Junglehrer; Lehrerverhalten; Social support; Soziale Unterstützung; Karriereplanung; Ausland; Fragebogen; Australien
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. (As Provided).
Anmerkungen	Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01