The Organizational, Professional and Social Condition Perceived by Novice Teachers
CICEseries_6_99.pdf 442 KB
Mohd Ali Samsudin
Mohamed Ismail, Shaik Abdul Malik
Pham Thi Thanh Hai
Nguyen Quy Thanh
Part of the formation of teacher professional identity is caused by the organizational, professional and social condition perceived by novice teachers. An international collaboration project involving seven countries across African and Asian region was set up under the name of Group C African Asian Dialogue Project in order to survey professional identity among teachers in the respected countries. This article focused on the first dimension of the research collaboration endeavor which is to study the organizational, professional and social condition perceived by novice teachers in Bangladesh, Japan, Malaysia, South Africa, Thailand, Uganda and Vietnam. Novice teachers were chosen as the samples of the study as they are in the crucial position in coping with the transition from being considered as preservice teachers to in-service teachers. The challenges arise when they have to accommodate with what they have learnt in the classroom at the university with the challenges and the realities in the school setting to rationalize the significance of professional identities among the novice teachers. The findings of this study are reported based on the percentage response distribution of each items asked in the questionnaire. The results showed that there are some uniformity and variability on how novice teachers perceive their organizational, professional and social condition in the context of their professional identity.
Group C: Teacher Professional Development
・Work in this project was funded by a grant funded by Universiti Sains Malaysia, Research University Grant under the account number 1001/PGURU/816280.
・Work in this project was supported by The Network of the “Africa-Asia University Dialogue for Educational Development” (A-A Dialogue)
・This work was supported by the Vietnam National University, Hanoi research fund [grant number QG.16.85].
CICE叢書6 Africa-Asia University Dialogue for Educational Development : Final Report of Phase IV Research Results : Toward Achieving the SDG4 : Contributions of African and Asian Researchers
Copyright (c) 2019 広島大学教育開発国際協力研究センター