Re-Imagining Support for Beginner Teachers in Relation to Initial Teacher Education Policy in South Africa

Autor/inn/en	Esau, Dorothy E.; Maarman, Rouaan
Titel	Re-Imagining Support for Beginner Teachers in Relation to Initial Teacher Education Policy in South Africa
Quelle	In: South African Journal of Education, 41 (2021) 4, Artikel 1906 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Esau, Dorothy E.) ORCID (Maarman, Rouaan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-0100
Schlagwörter	Foreign Countries; Teacher Competencies; Teacher Education; Teacher Evaluation; Beginning Teachers; High School Teachers; Teacher Attitudes; School Support; South Africa + Suchen Sie Ihr Suchwort? Ausland; Lehrkunst; Lehrerausbildung; Lehrerbildung; Teacher appraisal; Lehrerbeurteilung; Junior teacher; Junglehrer; High school; High schools; Teacher; Teachers; Oberschule; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Schulförderverein; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Findings from a recent study highlight beginner teacher's perceptions about the nature of support they had received to enhance their competencies (Esau, 2017). Against this backdrop, with this article we aim at problematising support for beginner teachers in relation to the National Policy Framework for Teacher Education and Development in South Africa of 2006. This teacher education policy stipulates principles that require of a novice teacher to assume specific roles and responsibilities which they find difficult to fulfil. The findings reveal that compliance with this policy is inhibited by the fact that teachers feel ill-prepared and unsupported on entering the teaching profession. Investigating the nature of support of beginner teachers, therefore, provides an opportunity to re-imagine both teacher education and context. In this article we highlight the risk evaluations of beginner teachers using Amartye Sen's Capability Approach (CA). (As Provided).
Anmerkungen	Education Association of South Africa. University of Pretoria, Centre for the Study of Resilience, Level 3, Groenkloof Student Centre, Department of Educational Psychology, Faculty of Education, George Storrar Road and Lleyds Street, Pretoria 0001, South Africa. Web site: http://www.sajournalofeducation.co.za/index.php/saje/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01