Beginning to Teach: A Time for Becoming and Belonging

Paor, Cathal de

doi:10.18178/ijlt.3.3.202-206

Cited by 1 publication

(3 citation statements)

References 9 publications

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“…Finally, the novice teachers can play a proactive role in their early career days by honing their skills in teaching and classroom management, collaborating with colleagues, adapting to the culture of the institution (Paor, 2017;Sela & Harel, 2018), and ensuring PD. This would defi nitely give them an edge over others, and help them keep swimming during the initial days rather than sinking (Glazzard & Coverdale, 2018).…”

Section: Discussionmentioning

confidence: 99%

“…The institutional contexts also play a major role in teachers' induction programmes (Shanks et al, 2020). Therefore, novice teachers are required to adjust to the prevailing culture of the institutions they have joined (Paor, 2017). Feiman-Nemser (2003) argued that quality induction programmes do not solely focus on retaining new teachers rather those programmes help teachers become good teachers and encourage teachers' professional learning.…”

Section: Defi Ning the Induction Phasementioning

confidence: 99%

“…Mentoring the new teachers also eliminates isolation and facilitates collaboration among teachers (Shanks et al, 2020). Mentors can also help new teachers by sharing professional knowledge which ultimately facilitates new teachers' construction of professional and individual identity (Paor, 2017). Through mentoring, novice teachers then learn how to accept critical feedback and use it to improve their instructional practices (Wexler, 2019).…”

Section: Mentoring In the Induction Phasementioning

confidence: 99%

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EL Teachers’ Induction Phase in Bangladesh: Practices, Challenges, and Expectations

Rouf

2022

J NELTA

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This study aimed to explore the English language (EL) teachers’ induction phase in Bangladesh, focusing on the usual practices, challenges they face, and their expectations. Teachers’ induction phase is immensely signiﬁcant as they make a transition to the teaching profession. Following the qualitative phenomenological approach, qualitative data were collected from six (6) EL teachers working at the primary, secondary, and higher secondary levels across Bangladesh through interviews. The collected data were analysed using the thematic analysis framework as advocated by Braun and Clarke (2006). The key ﬁndings included a three-segment teacher recruitment mechanism, absence of pre-service teacher preparation and adequate initial training, varied initial experiences of teachers, no mentoring and observation, limited collaboration, and inadequate opportunity for professional development. Moreover, the ﬁndings also revealed that many such teachers are confused regarding their career because of discrepancies between pre-service perceptions and in-service actualities, lack of required support and resources for novice teachers, the signiﬁcance of teachers’ proactive role in induction, and their confusion about career planing.

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Section: Discussionmentioning

confidence: 99%