The Power of the ‘Object’ to Influence Teacher Induction Outcomes

From Section:
Beginning Teachers
New Zealand
Jul. 01, 2011

Source: This article was published in Teaching and Teacher Education, Volume 27, Issue 5,
Author(s): Glenda Anthony, Mavis Haigh, Ruth Kane, " The Power of the ‘Object’ to Influence Teacher Induction Outcomes", Pages 861–870, Copyright Elsevier (July 2011). 

In this article, the authors explore newly qualified New Zealand secondary teachers’ varied accounts of induction.

The authors claim that multiple interpretations of objectives for induction programs are a significant source of this variation.

With reference to an activity system framework, the authors identify four primary objects of induction that were represented in the induction accounts as follows:
‘orientation to learning about the context’, ‘fitting into the school’, ‘completing registration requirements’, and ‘becoming a professional inquirer’.

Whilst teachers would be expected to experience all of these objects within their induction experiences, the balance and emphases of these objects within programs varied considerably.
Multifaceted induction needs to ensure that the object of the program is shared.

Updated: Jan. 17, 2017
Activity theory | Attitudes of teachers | Beginning teachers | Program effectiveness | Secondary school teachers | Teacher induction