Induction Needs of a Group of Teachers at Different Career Stages in a School in the Republic of Ireland: Challenges and Expectations

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Feb. 15, 2011

This article was published in Teaching and Teacher Education, Vol 27 number 2,
Author(s): Ro Aitken, Judith Harford , " Induction Needs of a Group of Teachers at Different Career Stages in a School in the Republic of Ireland: Challenges and Expectations",
Pages 350-356, Copyright Elsevier (February 2011).
The current study examines how a school-based induction programme can best accommodate the needs of a diverse group of teachers at different career stages.

This case study carried out in a socially disadvantaged secondary school in the Republic of Ireland.
The participants were 44 teachers, 11 of whom were student teachers, 11 of whom were newly qualified teachers, 4 of whom were experienced teachers returning to the school after an extended career break and 18 of whom were new to the school having previously worked in a different school .

Data were collected through quantitative and qualitative techniques, including 44 questionnaires and nine semi-structured interviews.

Findings reveal that the induction needs of both newly qualified teachers and returning teachers were broadly similar.
All participants indicated the need for support in the following areas: handling discipline problems; working with colleagues; negotiating a new school culture; and dealing with management.

Updated: Nov. 29, 2011
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