"I Need to Continually Study and Broaden My Horizons": A Narrative Inquiry of a Novice Teacher's Induction Experience in China

Autor/inn/en	Zhu, Gang; Shen, Liang; Jiang, Lianjiang George; Yang, Biyuan; Shi, Keyuan; Mena, Juanjo
Titel	"I Need to Continually Study and Broaden My Horizons": A Narrative Inquiry of a Novice Teacher's Induction Experience in China
Quelle	In: Journal of Professional Capital and Community, 8 (2023) 3, S.184-201 (18 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Zhu, Gang)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2056-9548
DOI	10.1108/JPCC-10-2022-0056
Schlagwörter	Foreign Countries; Beginning Teachers; Beginning Teacher Induction; Teaching Experience; High School Teachers; Professional Identity; Educational Environment; Faculty Development; Professional Autonomy; China + Suchen Sie Ihr Suchwort? Ausland; Junior teacher; Junglehrer; High school; High schools; Teacher; Teachers; Oberschule; Lehrer; Lehrerin; Lehrende; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Berufsfreiheit
Abstract	Purpose: Although the importance of teacher induction is widely acknowledged, how teachers experience inductions, particularly those conducted in under-resourced areas, remains underexplored. Design/methodology/approach: This study narrates a novice teacher's induction experience in a Chinese high school, from the perspectives of professional capital and community, social realist theory, practice architecture and teacher agency. The participant, Ming, reflected on a broad array of formal and informal induction activities and participated during the induction period. Findings: Through the three-dimensional narrative space, namely broadening, burrowing and storying and re-storying, five themes emerged from Ming's induction experience--(1) heightened awareness of the meaning of teaching, (2) interacting with various professional communities, (3) professional identity tension and development, (4) the discursive influence of various aspects of culture and (5) the influence on future professional development. Overall, this narrative study shows that teacher expertise and identity development play central roles in teacher induction, and context acts as an important mediating factor in teacher induction. These findings echo the importance of teachers' agency in inductions. The implications for facilitating novice teacher induction are also discussed. Originality/value: This study contributes to a nuanced understanding of a novice teacher's induction experience in China from the perspectives of practice architectures, professional capital and professional community. The conclusion highlights the importance of professional capital and agency during Ming's induction period. This paper unpacks the complexity of teacher induction by revealing new ways of thinking about induction. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01