This case study research explores the effects of emotional support on four newly qualified Foundation Phase teachers in their first year of teaching, and how this affects their ability to teach reading. The research is qualitative and draws on data from from four sources to construct and interpret the different experiences of support within a conceptual framework derived from literature on the subject. The literature review is presented in two sections. Section 1 investigates the essential components of a reading programme to establish if the teachers were adequately prepared during pre-service training. Section 2 investigates the effects of support on newly qualified teachers‟ ability to teach. A key theme from Section 2 suggests that appropriate support positively affects first year teachers‟ ability to teach and implement the skills and knowledge acquired during pre-service training. Each teacher kept a journal, completed a questionnaire and was observed and interviewed between April and November 2008. The research draws out themes from the data about the support experienced by the participants during their first year and then correlates these experiences to their teaching of reading. Key findings suggest that these newly qualified teachers perceived themselves to be adequately prepared to teach reading but, without adequate support, they struggled to implement their newly acquired skills and knowledge and resorted to less effective strategies. This research seeks to add to the literature on how to support newly qualified teachers in their first year as a means to improving the teaching of reading in the Foundation Phase. in South African schools.

The purpose of this essay is to find out what new graduate teachers conceptions are of their own leadership in the classroom. The paper also aims to examine the different leadership styles the teachers perceive themselves to use. My study is based on qualitative data collected through interviews, where the informants are newly graduated teachers in grade 1 to 6. Using a qualitative approach has made it possible for me to get a deeper understanding of this study. I have also used previous research in this area where Arfwedson (1993), Franssons & Morbergs (2001) and Paulin (2007) presents a number of experiences that student teachers and recent graduate teachers has shared. My study shows that newly qualified teachers faces difficulties to conquer their newly acquired roles for different reasons. It is also shown that the newly qualified teachers have a tendency, at first to be too authoritarian in their leadership i.e. too hard or too laissez-faire in their leadership, which means that the leader is passive in the leading role. However, the informants from my study feel they have found themselves in their leading role today through practical experiences, and the balancing act required for the leadership in the classroom.

La première partie de ce travail est une enquête historique menée à partir de sources variées. Le mouvement pédagogique habituellement nommé « pédagogie institutionnelle » est né en France dans les années 1960 et s’est rapidement divisé en deux courants, dont l’un est fortement influencé par la psychanalyse. Ce courant psychanalytique de la pédagogie institutionnelle s’est constitué autour des figures de Fernand Oury et Aïda Vasquez, auteurs en 1967 de Vers une pédagogie institutionnelle, dans lequel sont publiées six monographies commentées. L’auteur montre que l’écriture de monographies est une pratique ancienne dans le champ éducatif et prend sa source dans différentes champs. Cette pratique, largement répandue avant 1967, est renouvelée par le courant psychanalytique de la pédagogie institutionnelle à partir de 1962.Dans une deuxième partie, l’auteur inscrit ce travail dans une approche d’orientation psychanalytique. Questionnant son rapport à son objet de recherche, il s’appuie sur ses élaborations contre-transférentielles pour faire émerger ses questions de recherche. Il décrit ensuite un dispositif d’analyse des pratiques professionnelles qu’il met en place, en tant que formateur, dans le cadre de la formation des enseignants débutants du second degré. Dans ce dispositif qu’il propose de nommer « groupe monographique », les enseignants en formation sont invités à écrire des monographies. L’analyse d’un corpus de monographies produites dans ce cadre est à l’origine d’hypothèses sur les processus psychiques à l’œuvre pour les enseignants débutants dans leurs remaniements identitaires. / The first part of this study consists in undertaking a historical investigation drawing on various sources. The pedagogical movement usually referred to as “institutional pedagogy” rose up in France in the 1960’s and rapidly split up into two currents, one of them being strongly influenced by psychoanalysis. This psychoanalytical current of institutional pedagogy has been built up around the prominent figures of Fernand Oury and Aïda Vasquez, authors in 1967 of Vers une pédagogie institutionnelle, a book presenting six commentated monographs. Yet, writing monographs in pedagogy is an ancient practice that takes root in different fields. Such practice, well-spread before 1967, has been renewed by the psychoanalytical current of institutional pedagogy since 1962. In the second part, the author, from a psychoanalytical perspective, explores his link to his own research object. His research questions hence derive from countertransferential working-through. Afterwards, he describes a work group device that he has implemented as a teachers’ trainer to analyze the professional practices of newly qualified secondary school teachers. In what he proposes to call a “monographic group”, participants are invited to write professional monographs. By analyzing a corpus of monographs produced within this framework, the author then forms hypotheses on the psychical processes at work for newly qualified teachers regarding their identity changes.