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...

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Main Author:	Ganesh Kumar Paronjodi
Format:	thesis
Language:	eng
Published:	2019
Subjects:	LB Theory and practice of education
Online Access:	https://ir.upsi.edu.my/detailsg.php?det=6143
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institution	Universiti Pendidikan Sultan Idris
collection	UPSI Digital Repository
language	eng
topic	LB Theory and practice of education
spellingShingle	LB Theory and practice of education Ganesh Kumar Paronjodi Development of framework for beginning teacher induction programme
description	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.
format	thesis
qualification_name
qualification_level	Master's degree
author	Ganesh Kumar Paronjodi
author_facet	Ganesh Kumar Paronjodi
author_sort	Ganesh Kumar Paronjodi
title	Development of framework for beginning teacher induction programme
title_short	Development of framework for beginning teacher induction programme
title_full	Development of framework for beginning teacher induction programme
title_fullStr	Development of framework for beginning teacher induction programme
title_full_unstemmed	Development of framework for beginning teacher induction programme
title_sort	development of framework for beginning teacher induction programme
granting_institution	Universiti Pendidikan Sultan Idris
granting_department	Fakulti Pembangunan Manusia
publishDate	2019
url	https://ir.upsi.edu.my/detailsg.php?det=6143
_version_	1747833245400039424
spelling	oai:ir.upsi.edu.my:61432021-07-30 Development of framework for beginning teacher induction programme 2019 Ganesh Kumar Paronjodi LB Theory and practice of education 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. 2019 thesis https://ir.upsi.edu.my/detailsg.php?det=6143 https://ir.upsi.edu.my/detailsg.php?det=6143 text eng closedAccess Masters Universiti Pendidikan Sultan Idris Fakulti Pembangunan Manusia Abbott-Chapman, J. A. (2005). Let's keep our beginning teachers. Principal Matters:Journal for Secondary School Leaders in Aus. & NZ, (65), 2-4.Abbott, L. Moran, A. Clarke, L.2009. Northern Ireland novices experiences of induction: thehaves and have nots. European Journal of Teacher Education.32 (2):95-110.Achinstein, B., & Davis, E. (2014). The subject of mentoring: Towards a knowledge and practice basefor content-focused mentoring of new teachers. 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