Research Article
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Novice Teachers’ Experiences of Induction in Selected Primary Schools in Namibia1

Year 2016, Volume: 16 Issue: 66, 335 - 354, 15.12.2016

Abstract

Problem Statement: Many schools use induction programmes with the
aim of contributing to novice teachers’ well-being and professional
development. However, the content of induction programmes varies across schools
and countries. Given that existing studies do not conclusively establish the
programme components with the greatest potential to affect the quality and
retention of novice teachers, more research is needed to explore the aspects of
induction programmes that are most productive.

Purpose of the Study: This exploratory qualitative multi-case study
aimed to gain more insight into how novice teachers in Namibia perceive and
experience their induction support. The specific research question that guided
this study was: What is the current state of practice in Namibia to support
novice teachers with induction programmes
?

Method: In order to answer the guiding research
question, the inquiry followed a qualitative approach. The small sample of
eight novice teachers who had finished the induction period and had taught for
one to two years was purposefully selected from two primary schools to
participate in the study. The schools were selected on the basis of the
following criteria: (1) proximity to the researcher, since the researcher is a
resident of Namibia; (2) the number of sites manageable in terms of time,
distance and cost; (3) availability of more than one novice teacher who
graduated recently, making the sites relevant to the study; and (4) location of
schools in different circuits to aim for different insights and experiences.
Data collected through the focus group sessions were transcribed verbatim. An
analysis followed an on-going and iterative non-linear process that identified
common themes.

Findings: After analysis and interpretation of the
literature and empirical findings, it was discovered that many schools in
Namibia seem to use a form of induction programmes for novice teachers.
However, based on the current study, it became apparent that some schools in
Namibia use induction programmes with low-intensity activities, while others
use induction programmes with high-intensity activities. Based on the
interviews with the participants, the following themes in which induction
programme activities differed were identified: the intensity/duration of the
induction programme; resources offered in relation to induction programmes; the
format/structure of support being used in the induction programme; the content
of the induction programme; and lastly, the mentoring. Consequently, practical
implications and recommendations to improve on these variations were offered.









Conclusions
and Recommendations
: In order to achieve its intended objectives,
induction programmes have to be well organized and facilitated in schools. The
study provides the following recommendations to establish this organization: there
must be sufficient resources and mentors for all new teachers; mentors should
be afforded opportunities to be capacitated so that they can offer professional
guidance to novices; mentors and novice teachers should be afforded
considerable time to spend on induction programme activities; timetables of
mentors and novice teachers have to match with those of induction programmes; a
physical space/office should be made available for meetings between mentors and
novice teachers; and novice teachers should be allocated a reasonable teaching
workload as compared to veteran teachers. Schools should use induction
programmes with high-intensity activities in order to increase teacher
effectiveness and retention
.

References

  • Athaneses, S. Z., & Achinstein, B. (2003). Focusing new teachers on individual and low performing students: The centrality of formative assessment in the mentor's repertoire of practice. Teachers College Record, 105(8),1486-1520.
  • Beijaard, D., Buitink, J., & Kessels, C. (2010). Teacher induction. In B. McGaw, P. L. Peterson & E. Baker (Eds.), International encyclopedia of education 3rd Edition. Oxford: Elsevier Scientific Publishers.
  • Britton, E., Raizen, S., Paine, L., & Huntley, M.A. (2000). More swimming, less sinking. Perspectives on Teacher Induction in the US and Abroad. Paper presented at the National Commission on Mathematics and Science Teaching in the 21 st Century, San Francisco
  • Camp, W.G., & Heath, B. (1988). Structuring the induction process for beginning vocational teachers. In W. G. Camp and B. Heath (Eds.), On becoming a teacher: Vocational education and the induction process (pp. 105-119). Berkley, CA: National Center for Research in Vocational Education.
  • Carver, C. L., & Katz, D. S. (2004). Teaching at the boundary of acceptable practice: What is a new teacher mentor to do? Journal of Teacher Education, 55(5), 449-462. http://dx.doi.org/10.1177/0022487104269524.
  • Cherubini, L. (2007). Speaking up and speaking freely: Beginning teachers’ critical perceptions of their professional induction. The Professional Educator, 29(1), 1-12.
  • Corbin, J., & Strauss, A. (2008). Basics of qualitative research, techniques and procedures for developing grounded theory (3rd Ed.). Los Angeles: Sage.
  • Creswell, J.W. (2007) Qualitative inquiry and research design. Choosing among five approaches. 2nd edition. California: Sage.
  • Creswell, J.W. (2013) Qualitative inquiry & research design. Choosing among five approaches. 3rd edition. Los Angeles: Sage.
  • Feiman-Nemser, S. (2001a). From preparation to practice: Designing a continuum to strengthen and sustain teaching. Teachers College Record, 103, 1013-1055. http://dx.doi.org/10.1111/0161-4681.00141
  • Feiman-Nemser, S. (2003). What new teachers need to learn. Educational Leadership, 60(8), 25-29
  • Fulton, K., Yoon, I., & Lee, C. (2005, August). Induction into learning communities. Washington, DC: National Commission on Teaching and America’s Future.
  • Glazerman, S., Isenberg, E., Dolfin, S., Bleeker, M., Johnson, A., Grider, M., & Jacobus, M. (2010). Impacts of Comprehensive Induction: Final Results from a Randomized Controlled Study (NCEE 2010-4028). http://ies.ed.gov/ncee (Accessed 21August 2011).
  • Greeff, M. (2011). Information collection: Interviewing. In Research at Grassroots for the social sciences and human service professions. 4th edition. AS. De Vos, H. Strydom, CB. Fouche`, & CSL. Delport. Editors. Pretoria: Van Schaik, 341-347.
  • Hellsten, L.M., Prytula, M.P., Ebanks, A., & Lai, H. (2009). Teacher Induction: Exploring Beginning Teacher Mentorship. Canadian Journal of Education, 32(4), 703-733. http://dx.doi.org/10.1111/1467-9620.00298.
  • Hudson, S.M., Beutel, D.A., & Hudson, B.P. (2008). Beginning teachers’ perceptions of their induction into teaching. In proceedings PEPE (Practical Experiences in Professional Education) International Conference .Edinburgh .http://eprints.qut.edu.au/ (Accessed 22 April 2011).
  • Johnson, B., & Christensen, L. (2012). Educational research: Quantitative, qualitative and mixed approaches. 4th edition. Los Angeles: Sage.
  • Kessels, C.C. (2010). The influence of induction programmes on beginning teachers’ well-being and professional development. Unpublished Doctoral Thesis. Leiden University Graduate School of Teaching.
  • Kidd, L., Brown, N., & Fitzallen, N. (2015). Beginning teachers’ perception of their induction into teaching profession. Australian Journal of Teacher Education, 40(3), 154-173. http://dx.doi.org/10.14221/ajte.2014v40n3.10.
  • Little, J., W. (1990). The mentor phenomenon and the social organization of teaching. In B. C. Cazden (Ed.), Review of research in Education, 16, (pp. 259-297). Washington, DC: American Educational Research Association. http://dx.doi.org/10.2307/1167355
  • McCollum, I.P. (2014). Beginning teachers’ perceptions of a teacher mentoring program. Unpublished Doctoral Thesis. Walden University, Faculty of Education: USA.
  • Merriam, S. B. (2009). Qualitative research: A guide to design and implementation. San Francisco, CA: Jossey-Bass.
  • Moir, E. (2003, July). Launching the next generation of teachers through quality induction. Paper presented at the State Partners Symposium of the National Commission on Teaching & America’s Future. Denver, CO. Retrieved June 9, 2008, from http://www.eric.ed.gov
  • Mokoena, S.P. (2012). Student teachers’ expectations of teaching as a career choice in South Africa (Part 1). International Journal of Social Sciences, 31(2), 117-126.
  • Moore, L.L., & Swan, B.G. (2008). Developing best practices of teacher education. Journal of Agricultural Education, 49(4), 60-71. http://dx.doi.org/10.5032/jae.2008.04060
  • Namibia. Ministry of Education. (2006). National professional standards for teachers in Namibia. Windhoek: Government Printer.
  • Namibia. Ministry of Education. (2009). Namibia Novice Teacher Induction Programme. Okahandja: NIED. Newby, P. (2010). Research methods for education. England: Pearson
  • Stansbury, K., & Zimmerman, J. (2000). Lifelines to the classroom: Designing support for beginning teachers. (WestEd Knowledge Brief). San Francisco: West Ed.
  • Wang, J., & Odell, S. J. (2002). Mentored learning to teach according to Standards-based reform: A critical review. Review of Educational Research, 72(3), 481-546. http://dx.doi.org/10.3102/00346543072003481
  • Willis, J. W. (2007). Foundation of qualitative research: Interpretive and critical approach. USA: Sage.
  • Wong, H. (2004). Induction programs that keep new teachers teaching and improving. NASSP Bulletin, 88(638), 41-59. http://dx.doi.org/10.1177/019263650408863804
  • Yusko, B., & Feiman Nemser, S. (2008). Embracing contraries: Combining assistance and assessment in new teacher induction. Teachers College Record, 110(5), 923-953.
Year 2016, Volume: 16 Issue: 66, 335 - 354, 15.12.2016

Abstract

References

  • Athaneses, S. Z., & Achinstein, B. (2003). Focusing new teachers on individual and low performing students: The centrality of formative assessment in the mentor's repertoire of practice. Teachers College Record, 105(8),1486-1520.
  • Beijaard, D., Buitink, J., & Kessels, C. (2010). Teacher induction. In B. McGaw, P. L. Peterson & E. Baker (Eds.), International encyclopedia of education 3rd Edition. Oxford: Elsevier Scientific Publishers.
  • Britton, E., Raizen, S., Paine, L., & Huntley, M.A. (2000). More swimming, less sinking. Perspectives on Teacher Induction in the US and Abroad. Paper presented at the National Commission on Mathematics and Science Teaching in the 21 st Century, San Francisco
  • Camp, W.G., & Heath, B. (1988). Structuring the induction process for beginning vocational teachers. In W. G. Camp and B. Heath (Eds.), On becoming a teacher: Vocational education and the induction process (pp. 105-119). Berkley, CA: National Center for Research in Vocational Education.
  • Carver, C. L., & Katz, D. S. (2004). Teaching at the boundary of acceptable practice: What is a new teacher mentor to do? Journal of Teacher Education, 55(5), 449-462. http://dx.doi.org/10.1177/0022487104269524.
  • Cherubini, L. (2007). Speaking up and speaking freely: Beginning teachers’ critical perceptions of their professional induction. The Professional Educator, 29(1), 1-12.
  • Corbin, J., & Strauss, A. (2008). Basics of qualitative research, techniques and procedures for developing grounded theory (3rd Ed.). Los Angeles: Sage.
  • Creswell, J.W. (2007) Qualitative inquiry and research design. Choosing among five approaches. 2nd edition. California: Sage.
  • Creswell, J.W. (2013) Qualitative inquiry & research design. Choosing among five approaches. 3rd edition. Los Angeles: Sage.
  • Feiman-Nemser, S. (2001a). From preparation to practice: Designing a continuum to strengthen and sustain teaching. Teachers College Record, 103, 1013-1055. http://dx.doi.org/10.1111/0161-4681.00141
  • Feiman-Nemser, S. (2003). What new teachers need to learn. Educational Leadership, 60(8), 25-29
  • Fulton, K., Yoon, I., & Lee, C. (2005, August). Induction into learning communities. Washington, DC: National Commission on Teaching and America’s Future.
  • Glazerman, S., Isenberg, E., Dolfin, S., Bleeker, M., Johnson, A., Grider, M., & Jacobus, M. (2010). Impacts of Comprehensive Induction: Final Results from a Randomized Controlled Study (NCEE 2010-4028). http://ies.ed.gov/ncee (Accessed 21August 2011).
  • Greeff, M. (2011). Information collection: Interviewing. In Research at Grassroots for the social sciences and human service professions. 4th edition. AS. De Vos, H. Strydom, CB. Fouche`, & CSL. Delport. Editors. Pretoria: Van Schaik, 341-347.
  • Hellsten, L.M., Prytula, M.P., Ebanks, A., & Lai, H. (2009). Teacher Induction: Exploring Beginning Teacher Mentorship. Canadian Journal of Education, 32(4), 703-733. http://dx.doi.org/10.1111/1467-9620.00298.
  • Hudson, S.M., Beutel, D.A., & Hudson, B.P. (2008). Beginning teachers’ perceptions of their induction into teaching. In proceedings PEPE (Practical Experiences in Professional Education) International Conference .Edinburgh .http://eprints.qut.edu.au/ (Accessed 22 April 2011).
  • Johnson, B., & Christensen, L. (2012). Educational research: Quantitative, qualitative and mixed approaches. 4th edition. Los Angeles: Sage.
  • Kessels, C.C. (2010). The influence of induction programmes on beginning teachers’ well-being and professional development. Unpublished Doctoral Thesis. Leiden University Graduate School of Teaching.
  • Kidd, L., Brown, N., & Fitzallen, N. (2015). Beginning teachers’ perception of their induction into teaching profession. Australian Journal of Teacher Education, 40(3), 154-173. http://dx.doi.org/10.14221/ajte.2014v40n3.10.
  • Little, J., W. (1990). The mentor phenomenon and the social organization of teaching. In B. C. Cazden (Ed.), Review of research in Education, 16, (pp. 259-297). Washington, DC: American Educational Research Association. http://dx.doi.org/10.2307/1167355
  • McCollum, I.P. (2014). Beginning teachers’ perceptions of a teacher mentoring program. Unpublished Doctoral Thesis. Walden University, Faculty of Education: USA.
  • Merriam, S. B. (2009). Qualitative research: A guide to design and implementation. San Francisco, CA: Jossey-Bass.
  • Moir, E. (2003, July). Launching the next generation of teachers through quality induction. Paper presented at the State Partners Symposium of the National Commission on Teaching & America’s Future. Denver, CO. Retrieved June 9, 2008, from http://www.eric.ed.gov
  • Mokoena, S.P. (2012). Student teachers’ expectations of teaching as a career choice in South Africa (Part 1). International Journal of Social Sciences, 31(2), 117-126.
  • Moore, L.L., & Swan, B.G. (2008). Developing best practices of teacher education. Journal of Agricultural Education, 49(4), 60-71. http://dx.doi.org/10.5032/jae.2008.04060
  • Namibia. Ministry of Education. (2006). National professional standards for teachers in Namibia. Windhoek: Government Printer.
  • Namibia. Ministry of Education. (2009). Namibia Novice Teacher Induction Programme. Okahandja: NIED. Newby, P. (2010). Research methods for education. England: Pearson
  • Stansbury, K., & Zimmerman, J. (2000). Lifelines to the classroom: Designing support for beginning teachers. (WestEd Knowledge Brief). San Francisco: West Ed.
  • Wang, J., & Odell, S. J. (2002). Mentored learning to teach according to Standards-based reform: A critical review. Review of Educational Research, 72(3), 481-546. http://dx.doi.org/10.3102/00346543072003481
  • Willis, J. W. (2007). Foundation of qualitative research: Interpretive and critical approach. USA: Sage.
  • Wong, H. (2004). Induction programs that keep new teachers teaching and improving. NASSP Bulletin, 88(638), 41-59. http://dx.doi.org/10.1177/019263650408863804
  • Yusko, B., & Feiman Nemser, S. (2008). Embracing contraries: Combining assistance and assessment in new teacher induction. Teachers College Record, 110(5), 923-953.
There are 32 citations in total.

Details

Primary Language English
Journal Section Articles
Authors

Robert Dıshena This is me

Sello Mokoena This is me

Publication Date December 15, 2016
Published in Issue Year 2016 Volume: 16 Issue: 66

Cite

APA Dıshena, R., & Mokoena, S. (2016). Novice Teachers’ Experiences of Induction in Selected Primary Schools in Namibia1. Eurasian Journal of Educational Research, 16(66), 335-354.
AMA Dıshena R, Mokoena S. Novice Teachers’ Experiences of Induction in Selected Primary Schools in Namibia1. Eurasian Journal of Educational Research. December 2016;16(66):335-354.
Chicago Dıshena, Robert, and Sello Mokoena. “Novice Teachers’ Experiences of Induction in Selected Primary Schools in Namibia1”. Eurasian Journal of Educational Research 16, no. 66 (December 2016): 335-54.
EndNote Dıshena R, Mokoena S (December 1, 2016) Novice Teachers’ Experiences of Induction in Selected Primary Schools in Namibia1. Eurasian Journal of Educational Research 16 66 335–354.
IEEE R. Dıshena and S. Mokoena, “Novice Teachers’ Experiences of Induction in Selected Primary Schools in Namibia1”, Eurasian Journal of Educational Research, vol. 16, no. 66, pp. 335–354, 2016.
ISNAD Dıshena, Robert - Mokoena, Sello. “Novice Teachers’ Experiences of Induction in Selected Primary Schools in Namibia1”. Eurasian Journal of Educational Research 16/66 (December 2016), 335-354.
JAMA Dıshena R, Mokoena S. Novice Teachers’ Experiences of Induction in Selected Primary Schools in Namibia1. Eurasian Journal of Educational Research. 2016;16:335–354.
MLA Dıshena, Robert and Sello Mokoena. “Novice Teachers’ Experiences of Induction in Selected Primary Schools in Namibia1”. Eurasian Journal of Educational Research, vol. 16, no. 66, 2016, pp. 335-54.
Vancouver Dıshena R, Mokoena S. Novice Teachers’ Experiences of Induction in Selected Primary Schools in Namibia1. Eurasian Journal of Educational Research. 2016;16(66):335-54.