This thesis is a comparative case study of induction
programmes from five different countries: Britain, Australia,
New Zealand, United States, and Canada. The intent was to
investigate pedagogical and structural factors prevailing
within these induction programmes that would encourage the
confluence of pre-service, induction, and in-service education.
An examination of how these induction programmes might
enhance ongoing professional development opportunities for the
beginning teacher was also undertaken.
Based on a review of literature concerning i) issues,
parameters, and pedagogical perspectives of teacher education;
ii) the socialization experiences and instructional challenges
of beginning teachers; and iii) the processes, academic systems,
and programme variations of induction the argument is
made that many conflicting and complex pedagogical variables
as well as historical, cultural, and educational factors may
influence the establishment and institutionalization of induction.
A qualitative research methodology was employed using
naturalistic inquiry techniques within a case and field study
design. Data was derived from interviews, extant documentations,
field notes, and evaluation summaries over a three-year
period.
Documented evidence revealed that no two induction programmes
were iden'tical, although various academic, governance
and organisational factors did indicate similarities within
and among various countries. Confluence of the three stages of
teacher education were generally absent from most programmes.
Teacher assessment and supervision were identified as important
strategies that could either enhance or obstruct professional
development among beginning teachers. Self-evaluative
activities incorporated as basic teacher assessment procedures
were also profiled as critical factors in promoting a self directed
beginning teacher.
From these findings an identification of five distinguishable
paradiams of induction were developed. The five
models have been categorized as the laissez-faire model, the
Collegial model, the formalized mentor-protege model, the
mandated competency-based model, and the self-directing professional
model. The latter was absent from the induction
programmes that were investigated.
Thirteen recommendations were proposed based upon the research findings. Twelve recommendations described how induction may enhance the confluence of teacher education as well
as how induction may establish continuous development for beginning teachers. A thirteenth recommendation identified how programme efficacy may be achieved within induction.
| Identifer | oai:union.ndltd.org:BRADFORD/oai:bradscholars.brad.ac.uk:10454/4198 |
| Date | January 1986 |
| Creators | Andrews, Ian H. |
| Contributors | Burns, Robert, Wideen, Marvin |
| Publisher | University of Bradford, Postgraduate School of Studies in Social Analysis (Research in Education Unit). |
| Source Sets | Bradford Scholars |
| Language | English |
| Detected Language | English |
| Type | Thesis, doctoral, PhD |
| Rights | <a rel="license" href="http://creativecommons.org/licenses/by-nc-nd/3.0/"><img alt="Creative Commons License" style="border-width:0" src="http://i.creativecommons.org/l/by-nc-nd/3.0/88x31.png" /></a><br />The University of Bradford theses are licenced under a <a rel="license" href="http://creativecommons.org/licenses/by-nc-nd/3.0/">Creative Commons Licence</a>. |
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