Induction of Newly Qualified Teachers in New Zealand

Source: Asia-Pacific Journal of Teacher Education, Volume 37, Issue 2,
pages 175 - 198 (May 2009).

This research was commissioned by the New Zealand Teachers Council. The research examined the quality of induction of provisionally registered teachers (PRT) (newly qualified) utilizing qualitative 'success case studies' within early childhood, primary, secondary, and indigenous Mori medium settings. The establishment of criteria for effective induction (from the literature and previous research) guided the identification of 20 'success' sites across the sectors. In-depth data collection of each case was conducted via focus groups, one-to-one interviews and documentary analysis. The findings of the research highlighted exemplary induction practices across the sectors, with the most important associated with PRTs having access to a community, or 'family', of support during their induction. An interesting finding, which contrasted with previous research, was that PRTs in the secondary sector had levels of satisfaction with their role that were as high as those in other sectors. The key limitation to effectiveness was linked to lack of time for discussions and observations of the PRT's practice.