Development of framework for beginning teacher induction programme
Beginning teacher induction has become an important tool for ensuring teacher qualityin the 21st century educational system. At the global level, induction programmes for thebeginning teachers are designed to support beginning teachers and numerous countries havedesigned their own programmes with th...
Saved in:
| 主要作者: | |
|---|---|
| 格式: | thesis |
| 语言: | eng |
| 出版: |
2019
|
| 主题: | |
| 在线阅读: | https://ir.upsi.edu.my/detailsg.php?det=6143 |
| 标签: |
添加标签
没有标签, 成为第一个标记此记录!
|
| 总结: | Beginning teacher induction has become an important tool for ensuring teacher qualityin the 21st century educational system. At the global level, induction programmes for thebeginning teachers are designed to support beginning teachers and numerous countries havedesigned their own programmes with the principles of adult learning theory underpinning theinduction practices. The objectives of this study were to identify the expectations of thebeginning teacher regarding their induction programme, develop a beginning teacher inductionprogramme framework and validate the framework. This study utilized the survey methodapproach supported with semi- structured interview and literature review. The method of datacollection through the survey involved 268 beginning teachers and the semi-structured interviewsinvolved ten beginning teachers. The survey was analysed using descriptive statistical analysis and the semi-structured interviews were thematically analysed. Based on thetriangulation of the analysed data and comparing the findings, 12 themes emerged. Thesethemes indicated that current induction programme for beginning teachers in Malaysia isnarrowly structured with only some vital components and does not cater the individualized need ofbeginning teachers. Clearly, there was a need to improve the beginning teacher induction programmeto support beginning teachers adequately. The data gathered was used to develop a beginning teacher induction programme framework. The beginning teacher induction frameworkdeveloped in this study was align with best-practice models and supported by research data.The developed framework was validated by 13 experts and five practitioners. The framework provideguidelines for developing induction programme for beginning teachers in Malaysia. This researchwill enable Ministry of Education Malaysia to redesign and improve the current induction programmeto better meet beginning teacher needs and increase theircompetency level. |
|---|