The Nexus between the Practice of Induction and the Formation of Novice Teachers’ Professional Identity in Ethiopia
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Teacher Professional identity is the identity teachers construct through training and teaching experience within dynamic global, regional and national context. This is true for all teachers including the novice which are the focus of this research. This research examines the nexus between the practice of induction, an important component of continuous teacher professional development, and the formation of novice teachers’ professional identity in Ethiopia. Descriptive survey design with a mixed research approach involving both quantitative and qualitative research in the study. The study was conducted in eight primary schools drawn from Addis Ababa city administration and three regional states namely, Amhara, Oromia, and Southern Nations Nationalities and People’s Regional (SNNPR). All novice teachers in the selected schools completed questionnaire while two novice teachers were interviewed in each school. One expert working at woreda/zone education office was also interviewed in each region. Data were collected from 239 primary school teachers from Addis Ababa, Amhara, Oromia and SNNP regional states. Results showed statistically significant relationship between adequacy of support novice teachers received in their schools and the scores on teacher professional identity where those who reported higher adequacy of mentoring support had higher TPI score and vice versa for those with lesser support. In-depth interview with teachers and education experts at different levels also showed results supporting the quantitative findings. Implications were drawn particularly in reference to improving quality of induction for novice teachers.
Group C: Teacher Professional Development
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
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