Teachers' Experiences of the Probation Period of Teaching in Kenya: implications for teacher induction policies and programmes

Indoshi, Francis Chisikwa

doi:10.1080/13674580300200218

Cited by 7 publications

(6 citation statements)

References 10 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The research reveals that teachers who invited colleagues to observe their lessons made substantial changes in their teaching methodologies, as compared with teachers who did not have such opportunities. Furthermore, Indoshi (2003) indicates the problematic situation faced by novice teachers in Kenya, where the professional development of teachers has deteriorated due to lack of practice-oriented training in schools, which is supposed to be provided by senior mentors. All these studies demonstrate the importance of in-service teacher training, with special emphasis on practices in classrooms and collaboration with other teachers, in order to promote the professional development of teachers.…”

Section: Introductionmentioning

confidence: 98%

Indonesian lesson study in practice: case study of Indonesian mathematics and science teacher education project

Saito¹,

Imansyah

Kuboki

et al. 2006

Journal of In-Service Education

View full text Add to dashboard Cite

This paper presents a case study of the experiences under the Indonesian Mathematics and Science Teacher Education Project (IMSTEP) concerning in-service teacher training through the practice of lesson study collaboratively conducted by schools and universities. The purpose of the case study is two-fold: first, to examine the changes in teaching practices through the introduction of lesson study under IMSTEP; and, second, to uncover the challenges faced in implementing lesson study under IMSTEP. The results of the analysis revealed that the lessons underwent three changes: (1) a change in the academic base of the lessons, brought about by close liaison between university faculty members; (2) a change in the structure of the lesson by the introduction of experiments or manual activities and discussions; and (3) a change in the reactions of students during the lesson. However, two insights emerged during the IMSTEP case study as tasks to be addressed in order to further develop the practice of lesson study. First, the participants of the collaborative lesson study were likely to have a narrowed interest in probing the learning processes of the students, in comparison with focusing on teaching methodologies more generally. The limited interests of both the university faculty members and the targeted teachers in the learning processes of students can be shown in the following three ways: the dominance of interests in teaching models, the lack of attention to detail in the learning processes of students and the lack of questioning the reasons for the mistakes and misconceptions of students. The second insight was the necessity to involve the entire school in lesson study.

show abstract

Section: Introductionmentioning

confidence: 98%

Indonesian lesson study in practice: case study of Indonesian mathematics and science teacher education project

Saito¹,

Imansyah

Kuboki

et al. 2006

Journal of In-Service Education

View full text Add to dashboard Cite

show abstract

“…Studies in other contexts have suggested that the absence of any formalised induction programme for NQTs is detrimental to their development as teachers. (See, for example, the findings reported in this journal by Indoshi (2003) in the Kenyan context.) Scotland introduced a similar programme in 2002, followed by Wales in 2003.…”

mentioning

confidence: 84%

“…Since the early 1990s there has been a growing interest in the place of personal narrative and history in the development of teacher identity (Carter & Doyle, 1996), and it is a method adopted by several researchers who have published in this journal (see, for example, Indoshi, 2003). The narratives teachers construct to make sense of their experiences reflect how these experiences have become meaningful to their professional thinking and behaviour, their development of what Kelchterman (1999) identifies as a 'personal interpretive framework':…”

Section: Narrative-biographical Perspectivementioning

confidence: 99%

Context and learning factors in the development of teacher identity: a case study of newly qualified teachers during their induction year

Findlay

2006

Journal of In-Service Education

View full text Add to dashboard Cite

This paper reports on a small-scale case study of five newly qualified teachers in one school. The aim of the study was to identify the context and learning factors that enable and constrain the professional growth of new teachers, and to locate the place of formal induction arrangements within the broader experiences of the first year in teaching. The research adopts a narrative-biographical approach, combined with a micro-political perspective, and draws on the findings reported by Michael Eraut concerning the learning and context factors that affect professional growth in other domains. The findings suggest that more attention to these factors could inform the implementation of formal induction procedures and make the process more meaningful for beginning teachers.

show abstract

“…Moreover, it has been pointed out that in developing countries, INSET is not thorough in terms of changing the actual practices during lessons, and the follow-ups conducted on INSET are inadequate (O'Sullivan, 2002). In addition, there is a serious lack of collegiality in schools, which is detrimental to the professional development of teachers shortly after their induction (Indoshi, 2003).…”

Section: Introductionmentioning

confidence: 99%

Development of school-based in-service training under the Indonesian Mathematics and Science Teacher Education Project®

Saito¹,

Hendayana

Imansyah

et al. 2006

Improving Schools

View full text Add to dashboard Cite

This article aims to investigate how to involve the entire school in in-service training (INSET) by means of a case study. It examines the cases in the Indonesian Mathematics and Science Teacher Education Project (IMSTEP). The results suggest that great emphasis be placed on various factors in order to develop INSET in the Indonesian context, particularly as a school-based training programme. First, the function of key persons is important. They are capable of initiating informal, yet genuine, sharing of experiences with their colleagues. Thus, the principal's commitment is essential. Depending on the principal's support and facilitation, the informal sharing of experiences can develop into a movement of professional development for teachers throughout the entire school. Furthermore, the collegial interests are also important. In the lesson study implemented under INSET, it is necessary for participants to cultivate the attitudes of mutual learning.

show abstract

Teachers' Experiences of the Probation Period of Teaching in Kenya: implications for teacher induction policies and programmes

Cited by 7 publications

References 10 publications

Indonesian lesson study in practice: case study of Indonesian mathematics and science teacher education project

Indonesian lesson study in practice: case study of Indonesian mathematics and science teacher education project

Context and learning factors in the development of teacher identity: a case study of newly qualified teachers during their induction year

Development of school-based in-service training under the Indonesian Mathematics and Science Teacher Education Project®

Contact Info

Product

Resources

About