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The role of initial teacher education and beginning-teacher induction in the preparation and retention of New Zealand secondary teachers

Funding year: 
2005
Duration:
2 years
Organisation: 
Massey University
Sector: 
Post school sector
Project start date: 
January 2005
Project end date: 
January 2007
Principal investigator(s): 
Glenda Anthony and Ruth Kane
Research team members: 
Beverley Bell, Philippa Butler, Ronnie Davey, Sylvie Fontaine, Mavis Haigh, Susan Lovett, Ruth Mansell, Kogi Naidoo, Kate Ord, Brian Prestidge, Susan Sandretto, Cheryl Stephens
Research partners: 
Université du Quebec en Outaouais, Canada; University of Waikato; Auckland College of Education; Massey University; Ruth Mansell, independent consultant, Te Tari Puna Ora o Aotearoa/New Zealand Childcare Association; University of Otago; Te Whare Wānanga o Awanuiārangi

Project Description

Becoming a teacher happens across a continuum that includes the formal period of initial teacher education (Cochran-Smith, 2001), and the induction phase when the newly qualified teacher is working towards full registration. There is increasing evidence that professional experiences in the early years of teaching are a crucial influence on newly qualified teachers’ professional learning and formation of career intentions (OECD, 2005).

This project looked at the links between recruitment, initial teacher education (ITE), and teachers’ experiences within the induction phase. In partnership with beginning teachers and their mentors, we sought to enhance understanding of teachers’ reasons for choosing teaching, how their expectations mapped to the reality of their teaching experience and career intentions, and the process of becoming a teacher. We also sought to provide a robust evidence base for future teacher education policy and practise that acknowledges the transition between ITE and schools.

Project Outputs

2012

Publications

Haigh, M., Kane, R., Sandretto, S. (2012) The positioning of teachers in newly qualified secondary teachers" images of their best teaching. Journal of Education for Teaching: International research and Pedagogy. http://www.tandfonline.com/doi/abs/10.1080/02607476.2012.668329