University of Tasmania
Browse

Beginning teachers’ perception of their induction into the teaching profession

Download (280.28 kB)
journal contribution
posted on 2023-05-18, 08:31 authored by Kidd, LM, Natalie BrownNatalie Brown, Noleine FitzallenNoleine Fitzallen
Beginning teachers’ induction into the teaching profession needs to be personally and professionally fulfilling, which is often not the case. The main objective of this mixed method study was to gain a deeper understanding of beginning teachers’ experiences and the perceptions of their induction into the teaching profession and the support they received. A key finding was that many beginning teachers entered the profession through casual or contract positions. Although the beginning teachers reported receiving satisfactory support, the support received varied among schools. Beginning teachers’ perceptions of their induction are that the mentor and induction programs are limited. Lack of support, work dissatisfaction and an informal entrance into the profession influences beginning teacher’s career plans and thus teacher attrition.

History

Publication title

Australian Journal of Teacher Education

Volume

40

Pagination

140-159

ISSN

0313-5373

Department/School

DVC - Education

Publisher

Edith Cowan University

Place of publication

Australia

Rights statement

Copyright 2015 The Authors

Repository Status

  • Open

Socio-economic Objectives

Teacher and instructor development

Usage metrics

    University Of Tasmania

    Exports

    RefWorks
    BibTeX
    Ref. manager
    Endnote
    DataCite
    NLM
    DC