n South African Journal of Higher Education - Teacher induction in Ethiopia : structures and practices : Part 1 : exploration of the critical relationship between higher education and the development of democracy in South Africa
|Article Title||Teacher induction in Ethiopia : structures and practices : Part 1 : exploration of the critical relationship between higher education and the development of democracy in South Africa|
|© Publisher:||Higher Education South Africa (HESA)|
|Journal||South African Journal of Higher Education|
|Affiliations||1 University of South Africa and 2 University of the Free State|
|Publication Date||Jan 2014|
|Pages||816 - 831|
|Keyword(s)||Continuing Professional Development, Ethiopian education, Teacher education, Teacher induction and Teacher mentoring|
Teacher education needs to be viewed as a continuum that begins with pre-service learning, followed by teacher induction, and then the continuing professional development (CPD) of teachers. To date researchers know much less about teacher induction relative to the other two phases of teacher education, in part because of its informal nature in most schools. Ethiopia is an exception and one of the few countries in the world that has recently introduced an institutionalised and formal multi-year induction programme for beginning teachers. This article examines the organisation and practice of teacher induction in Ethiopia by exploring the experiences of three first-year primary school teachers. The findings suggest that while the structure and organisation of the mentoring programme are similar across schools, the professional guidance and assistance that is offered to the first-year teachers varies greatly depending on a number of factors. The article concludes with a discussion of the need to re-examine the conditions of implementing the induction programme. Without proper resources, enough mentors, sufficient time allocated, and regular on-site monitoring, the formal teacher induction programme is unlikely to realise its intended benefits of supporting beginning teachers with adequate subject knowledge and the skills required for quality teaching in the schools.
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