Prospects and Practices of Induction for Novice Teachers

Autor/in	Kadel, Purna Bahadur
Titel	Prospects and Practices of Induction for Novice Teachers
Quelle	In: Journal of Practical Studies in Education, 4 (2023) 2, S.1-5 (5 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Beginning Teacher Induction; Teacher Educators; Principals; Teacher Persistence; Teacher Burnout; Employment Potential; Soft Skills; Foreign Countries; Technology Integration; English (Second Language); Language Teachers; Nepal + Suchen Sie Ihr Suchwort? Teacher education; Education; Lehrerausbildung; Lehrerbildung; Principal; Schulleiter; Burnout-syndrom; Burnout; Teacher; Teachers; Burnout-Syndrom; Lehrer; Lehrerin; Arbeitsmarktbezogene Qualifikation; Beschäftigungsfähigkeit; Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Language teacher; Sprachunterricht
Abstract	This study aims at exploring the prospects and practices of induction for novice teachers. The phenomenological research design under qualitative research approach was adopted to carry out this study. The sample of this study was 5 teacher educators and 5 educational administrators who were selected through convenience non-random sampling procedure. They were selected on the basis of their willingness, expertise, experiences, and availability for this study. In-depth interview was administered to the respondents as a tool to collect for this study. The findings of this study show that implementation of induction program helps the novice teachers to reduce attrition, burnout and leaving the job of teaching; they learn employability skills and soft skills during the induction program; they can embed information communication technology with English language teaching in the classroom in this program; and quality of education could be enhanced through the induction program. It is concluded that induction program is essential for the prosperity and professional development of newly appointed novice teachers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01