“Making a difference: the role of initial teacher education and induction in the preparation of secondary teachers”

14 October 2008

4.15pm to 5.15pm

Venue: J2 Lecture Theatre, 74 Epsom Avenue, Epsom Campus

Presenter
Associate Professor Mavis Haigh
Associate Dean (Postgraduate)

Title
"Making a difference: the role of initial teacher education and induction in the preparation of secondary teachers"
(A report on a three-year TLRI project 2004 - 2007)

"When I am teaching at my best, I am like a kid on Christmas morning."

Abstract
Becoming a teacher happens across a continuum that includes the formal period of initial teacher education and the induction phase when the newly qualified teacher is working towards registration. There is increasing evidence that professional experiences in the early years are a crucial influence on newly qualified teachers’ professional learning and formation of career intentions.

The three-year Teaching and Learning Research Initiative project that I am going to discuss in this seminar looked at the links between recruitment, initial teacher education (ITE) and teachers’ experiences in the induction phase. In partnership with beginning teachers and their mentors, we sought to enhance understanding of teachers’ reasons for choosing teaching, how their expectations mapped of the reality of their teaching experience and career intentions, and the process of becoming a teacher. We also sought to provide a robust evidence base for future teacher education policy and practice that acknowledges the transition between ITE and (secondary) schools.

The research team was led by Glenda Anthony (Massey PN) and Ruth Kane (Ottawa). Other researchers included Beverley Bell (Waikato), Philippa Butler (Massey, PN) Ronnie Davey (Canterbury), Sylvie Fontaine (Quebec), Mavis Haigh (Auckland), Susan Lovett (Canterbury), Ruth Mansell (Wellington - independent consultant), Kogi Naidoo (Massey, PN), Kate Ord (Massey, PN), Brian Prestidge (Waikato), Susan Sandretto (Otago), Cheryl Stephens (Awanuiarangi)

In total, the project involved 855 graduating teachers who completed a graduating year survey with many (100+) who further volunteered to be involved in a series of three interviews - at 6 months, 12 months and 18 months into their teaching. In addition we had input from over 50 mentoring staff.

Download: When I am teaching at my best, I am like a kid on Christmas morning (1MB)