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

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.

Grantor dc:publisher.institution

School of Education

Year dc:date.issued

1999

Author dc:creator

• Malatji, Sydney M

Advisor dc:contributor.advisor

• Ashley, Michael J

Language dc:language.iso

eng

Handle dc:identifier.uri

http://hdl.handle.net/11427/16373

OAI identifier oai:identifier

oai:open.uct.ac.za:11427/16373