Beginner teachers’ experiences of professional identity development during an induction programme in the Free State
| dc.contributor.advisor | Muller, Marguerite | |
| dc.contributor.author | Tjirumbi, Nasaret | |
| dc.date.accessioned | 2022-06-29T06:58:53Z | |
| dc.date.available | 2022-06-29T06:58:53Z | |
| dc.date.issued | 2021-11 | |
| dc.description.abstract | In this study, I explored the professional identity of beginner teachers (BTs) during an induction programme. Research indicates that many new teachers are thrown into the deep end when they start their careers and are expected to take on the same roles and responsibilities as their senior colleagues. Worldwide, it has been shown that teachers who feel unsupported, stressed and unprepared are more likely to abandon the teaching profession in their first few years. In South Africa, there is currently no formal induction programme in place for BTs. Stakeholders agree, however, that such a programme is required, prompting the Department of Education to launch an induction field test in one Free State district (Thabo Mofutsanyana). In collaboration with Gent University, the University of the Free State conducted a research component of this field test. My study fell within the ambit of the larger research component and focused specifically on the development of BT professional identity during an induction programme. I worked with Social Network Theory to better understand the role of social network structures, collaborative relationships and different actors that play a part in BT identity development. The study used a qualitative approach, drawing on survey and interview data from BTs in the Thabo Mofutsanyana district. The findings show that BTs experience a range of challenges in the first few years of teaching related to administrative duties, difficult relationships with senior teachers, little support, feelings of isolation, and large class sizes which further aggravated learner discipline issues. In addition, many experienced the added challenges related to dealing with the COVID-19 pandemic in their first years of teaching. Based on the highlighted, I recommend that induction programmes be strengthened to help BTs deal with the existing challenges as they develop their professional identity. This may help in minimising teacher turnover in South Africa. | en_ZA |
| dc.identifier.uri | http://hdl.handle.net/11660/11704 | |
| dc.language.iso | en | en_ZA |
| dc.publisher | University of the Free State | en_ZA |
| dc.rights.holder | University of the Free State | en_ZA |
| dc.subject | Dissertation (M.Ed. (Curriculum Studies))--University of the Free State, 2021 | en_ZA |
| dc.subject | Beginner teachers | en_ZA |
| dc.subject | Induction programme | en_ZA |
| dc.subject | Professional development | en_ZA |
| dc.subject | Social Network Theory | en_ZA |
| dc.subject | Teacher professional identity | en_ZA |
| dc.title | Beginner teachers’ experiences of professional identity development during an induction programme in the Free State | en_ZA |
| dc.type | Dissertation | en_ZA |