Search results for: Teacher induction
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This 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 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.
Updated: Jun. 03, 2009
A comparative analysis reveals that assistance and assessment can coexist. Participating in assessment and evaluation did not prevent mentors from forming trustworthy relationships, although it sometimes made that more challenging. In both programs mentors were highly regarded teachers, carefully chosen, with extensive professional expertise. They earned respect by establishing credibility as useful support providers. Mentors addressed novices’ concerns, but they also assessed how new teachers were meeting students’ learning needs. In both programs, new teachers set professional goals and were expected to demonstrate progress towards those goals.
Updated: Mar. 09, 2008