Full Text Available
Note: Clicking the button above will open the full text document at the original institutional repository in a new window.
Views on Induction Programmes for Beginning Teachers
Dissertation (MEd)--University of Pretoria, 2020.
Saved in:
| Other Authors: | |
|---|---|
| Format: | Thesis |
| Language: | English |
| Published: |
University of Pretoria
2021
|
| Subjects: | |
| Tags: |
No Tags, Be the first to tag this record!
|
| _version_ | 1867613595894808576 |
|---|---|
| access_status_str | Open Access |
| author2 | Beckmann, Johan L. |
| author_browse | Beckmann, Johan L. |
| author_facet | Beckmann, Johan L. |
| collection | Thesis |
| dc_rights_str_mv | © 2020 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. |
| description | Dissertation (MEd)--University of Pretoria, 2020. |
| format | Thesis |
| id | oai:repository.up.ac.za:2263/78469 |
| institution | University of Pretoria (South Africa) |
| language | English |
| last_indexed | 2026-06-10T12:38:39.160Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from UPSpace — University of Pretoria Institutional Repository |
| publishDate | 2021 |
| publishDateRange | 2021 |
| publishDateSort | 2021 |
| publisher | University of Pretoria |
| publisherStr | University of Pretoria |
| record_format | dspace |
| source_str | UPSpace — University of Pretoria Institutional Repository |
| spelling | oai:repository.up.ac.za:2263/78469 Views on Induction Programmes for Beginning Teachers Beckmann, Johan L. Mamba, Melusi Moses UCTD Dysfunctional Experienced educator Induction Initiation Mentoring Education theses SDG-04 Education theses SDG-08 Education theses SDG-16 Dissertation (MEd)--University of Pretoria, 2020. In many professions world-wide it is common that there is supervised training called induction for newly qualified professionals before they can be appointed permanently in their positions (Health Professions Council of South Africa (HPCSA), 2017:1). The designations of the programmes differ from one profession to another. In some professions they are referred to as internships, probations or induction. What such programmes have in common is that they confirm and enhance a practitioner’s awareness of his or her status as a professional (HPCSA, 2017:1). In some countries like Scotland and regions like Ontario in Canada there are professional teacher registration bodies that use induction for beginning teachers as contemplated in the paragraph above to complete a teacher’s professional training (Ontario Teachers’ College, 2010:3; General Teaching Council for Scotland GTCS, 2012:2). However, in South Africa, although induction is intended to be available for all beginning teachers, it is not always the case in practice. Moreover, the successful completion of an induction programme is not a prerequisite for a permanent appointment as a teacher. In South Africa the professional council for education is the South African Council for Educators (SACE). Its registration requirements for educators (which allow them to teach) do not include the successful completion of an induction programme and are limited to pre-service academic qualifications and registration with SACE. The problem is that beginning teacher induction is still not fully realised in most schools in South Africa and that its purpose is uncertain (Hudson, 2012:2). The focus in this study is beginning teacher induction in primary schools in Mbombela in the Mpumalanga province. It investigates the views of beginning teachers, experienced teachers and their principals about induction in primary schools in the Mbombela area in Mpumalanga to gain insight into how induction for beginning teachers can be improved in schools to enhance the quality of education and to promote teachers’ awareness of their status as professional practitioners. bs2026 Education Management and Policy Studies MEd Unrestricted SDG-04: Quality education SDG-08: Decent work and economic growth SDG-16: Peace, justice and strong institutions 2021-02-12T09:37:27Z 2021-02-12T09:37:27Z 20/10/02 2020 Dissertation Mamba, MM 2020, Views on Induction Programmes for Beginning Teachers, MEd Dissertation, University of Pretoria, Pretoria, viewed yymmdd <http://hdl.handle.net/2263/78469> S2020 http://hdl.handle.net/2263/78469 en © 2020 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. application/pdf University of Pretoria |
| spellingShingle | UCTD Dysfunctional Experienced educator Induction Initiation Mentoring Education theses SDG-04 Education theses SDG-08 Education theses SDG-16 Views on Induction Programmes for Beginning Teachers |
| title | Views on Induction Programmes for Beginning Teachers |
| title_full | Views on Induction Programmes for Beginning Teachers |
| title_fullStr | Views on Induction Programmes for Beginning Teachers |
| title_full_unstemmed | Views on Induction Programmes for Beginning Teachers |
| title_short | Views on Induction Programmes for Beginning Teachers |
| title_sort | views on induction programmes for beginning teachers |
| topic | UCTD Dysfunctional Experienced educator Induction Initiation Mentoring Education theses SDG-04 Education theses SDG-08 Education theses SDG-16 |
| url | http://hdl.handle.net/2263/78469 |