Induction of newly qualified teachers in New Zealand
Piggot-Irvine, Eileen; Aitken, Helen; Ritchie, Jenny; McGrath, Fiona; Bruce Ferguson, Pip
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Citation:Piggot-Irvine, E., Aitken, H., Ritchie, J., Bruce Ferguson, P., & McGrath, F. (2009). Induction of newly qualified teachers in New Zealand. Asia-Pacific Journal of Teacher Education, 37, 175-198.
Permanent link to Research Bank record:https://hdl.handle.net/10652/1490
In this research, commissioned by the New Zealand Teachers Council, the quality of induction of provisionally registered teachers (PRT) (newly qualified) was examined utilising qualitative ‘success case studies’ within early childhood, primary, secondary, and indigenous Māori medium settings. The establishment of criteria for effective induction (from the literature and previous research) guided the identification of 20 ‘success’ sites across the sectors. In-depth data collection of each case was conducted via focus groups, one-to-one interviews and documentary analysis. The findings of the research highlighted exemplary induction practices across the sectors, with the most important associated with PRTs having access to a community, or ‘family’, of support during their induction. An interesting finding, which contrasted with previous research, was that PRTs in the secondary sector had levels of satisfaction with their role that were as high as those in other sectors. The key limitation to effectiveness was linked to lack of time for discussions and observations of the PRT’s practice.