{"id":{"repo_id":"cape-town","oai_identifier":"oai:open.uct.ac.za:11427/16373"},"canonical_url":"https://search.dev.ndltd.org/etd/cape-town/oai:open.uct.ac.za:11427/16373","repository":{"repo_id":"cape-town","name":"University of Cape Town","base_url":"https://open.uct.ac.za/oai/request"},"display":{"title":"The transition into teaching : a study of the major problems of beginning teachers in three Cape Town high schools and induction programmes to address them","abstract":"The period immediately after entering the teaching profession is of the utmost importance to beginner teachers. This is a moment when beginner teachers learn how to become competent in the classroom. More often than not, beginning teachers are generally expected to assume full responsibility of professional teachers from the first day they report to school. In this regard, the transition from being student teachers to qualified teachers is seen as unproblematic. The beginner teacher is seen as totally prepared to face the reality of teaching. However, literature on professional development indicates that beginner teachers experience a kind of \"reality shock\" in their first professional year. This research study explored the concerns and problems experienced by beginner teachers during their first years of teaching, at three historically different high schools in Cape Town. A literature survey investigating the realities and conditions of beginner teachers in their workplaces - both local and international was conducted. Furthermore, existing research concerning beginner teachers' professional growth was reviewed to shed light on the research area. A qualitative methodology was adopted in order to facilitate an in-depth understanding of the beginners' experience. Given the qualitative nature of my research topic, which dwells in-depth with people experiences, I found it convenient to use unstructured interviews as a means of collecting data. Unstructured later discussed.","abstract_html":"The period immediately after entering the teaching profession is of the utmost importance to beginner teachers. This is a moment when beginner teachers learn how to become competent in the classroom. More often than not, beginning teachers are generally expected to assume full responsibility of professional teachers from the first day they report to school. In this regard, the transition from being student teachers to qualified teachers is seen as unproblematic. The beginner teacher is seen as totally prepared to face the reality of teaching. However, literature on professional development indicates that beginner teachers experience a kind of "reality shock" in their first professional year. This research study explored the concerns and problems experienced by beginner teachers during their first years of teaching, at three historically different high schools in Cape Town. A literature survey investigating the realities and conditions of beginner teachers in their workplaces - both local and international was conducted. Furthermore, existing research concerning beginner teachers' professional growth was reviewed to shed light on the research area. A qualitative methodology was adopted in order to facilitate an in-depth understanding of the beginners' experience. Given the qualitative nature of my research topic, which dwells in-depth with people experiences, I found it convenient to use unstructured interviews as a means of collecting data. Unstructured later discussed.","abstract_has_math":false,"creators":["Malatji, Sydney M"],"institution":"School of Education","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":["Ashley, Michael J"],"committee_chairs":[],"committee_members":[],"year":1999,"date_issued":"1999","date_published":"1999","updated_at":"2026-07-22T22:23:04Z","subjects":[],"languages":["eng"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/11427/16373","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Ashley, Michael J"]},{"key":"dc:creator","label":"Author","values":["Malatji, Sydney M"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2016-01-12T11:26:42Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2016-01-12T11:26:42Z"]},{"key":"dc:date.issued","label":"Date","values":["1999"]},{"key":"dc:publisher.department","label":"Dc Publisher Department","values":["School of Education"]},{"key":"dc:publisher.institution","label":"Dc Publisher Institution","values":["University of Cape Town"]},{"key":"dc:type","label":"Dc Type","values":["Master Thesis"]},{"key":"dc:type.qualificationlevel","label":"Dc Type Qualificationlevel","values":["Masters"]},{"key":"dc:type.qualificationname","label":"Dc Type Qualificationname","values":["MEd"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["eng"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["http://hdl.handle.net/11427/16373"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Bibliography: pages 96-108."]},{"key":"dc:description.abstract","label":"Abstract","values":["The period immediately after entering the teaching profession is of the utmost importance to beginner teachers. This is a moment when beginner teachers learn how to become competent in the classroom. More often than not, beginning teachers are generally expected to assume full responsibility of professional teachers from the first day they report to school. In this regard, the transition from being student teachers to qualified teachers is seen as unproblematic. The beginner teacher is seen as totally prepared to face the reality of teaching. However, literature on professional development indicates that beginner teachers experience a kind of \"reality shock\" in their first professional year. This research study explored the concerns and problems experienced by beginner teachers during their first years of teaching, at three historically different high schools in Cape Town. A literature survey investigating the realities and conditions of beginner teachers in their workplaces - both local and international was conducted. Furthermore, existing research concerning beginner teachers' professional growth was reviewed to shed light on the research area. A qualitative methodology was adopted in order to facilitate an in-depth understanding of the beginners' experience. Given the qualitative nature of my research topic, which dwells in-depth with people experiences, I found it convenient to use unstructured interviews as a means of collecting data. Unstructured later discussed."]},{"key":"dc:title","label":"Title","values":["The transition into teaching : a study of the major problems of beginning teachers in three Cape Town high schools and induction programmes to address them"]}]}],"canonical_facts":{"dc:contributor.advisor":["Ashley, Michael J"],"dc:creator":["Malatji, Sydney M"],"dc:date.accessioned":["2016-01-12T11:26:42Z"],"dc:date.available":["2016-01-12T11:26:42Z"],"dc:date.issued":["1999"],"dc:description":["Bibliography: pages 96-108."],"dc:description.abstract":["The period immediately after entering the teaching profession is of the utmost importance to beginner teachers. This is a moment when beginner teachers learn how to become competent in the classroom. More often than not, beginning teachers are generally expected to assume full responsibility of professional teachers from the first day they report to school. In this regard, the transition from being student teachers to qualified teachers is seen as unproblematic. The beginner teacher is seen as totally prepared to face the reality of teaching. However, literature on professional development indicates that beginner teachers experience a kind of \"reality shock\" in their first professional year. This research study explored the concerns and problems experienced by beginner teachers during their first years of teaching, at three historically different high schools in Cape Town. A literature survey investigating the realities and conditions of beginner teachers in their workplaces - both local and international was conducted. Furthermore, existing research concerning beginner teachers' professional growth was reviewed to shed light on the research area. A qualitative methodology was adopted in order to facilitate an in-depth understanding of the beginners' experience. Given the qualitative nature of my research topic, which dwells in-depth with people experiences, I found it convenient to use unstructured interviews as a means of collecting data. Unstructured later discussed."],"dc:identifier.uri":["http://hdl.handle.net/11427/16373"],"dc:language.iso":["eng"],"dc:publisher.department":["School of Education"],"dc:publisher.institution":["University of Cape Town"],"dc:title":["The transition into teaching : a study of the major problems of beginning teachers in three Cape Town high schools and induction programmes to address them"],"dc:type":["Master Thesis"],"dc:type.qualificationlevel":["Masters"],"dc:type.qualificationname":["MEd"]},"updated_at":"2026-07-22T22:23:04Z"}