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Induction of newly qualified teachers in New Zealand

机译：在新西兰引进新的合格教师

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摘要

In this research, commissioned by the New Zealand Teachers Council, the quality of induction of provisionally registered teachers (PRT) (newly qualified) was examined utilising qualitative 'success case studies' within early childhood, primary, secondary, and indigenous Mori medium settings. The establishment of criteria for effective induction (from the literature and previous research) guided the identification of 20 'success' sites across the sectors. In-depth data collection of each case was conducted via focus groups, one-to-one interviews and documentary analysis. The findings of the research highlighted exemplary induction practices across the sectors, with the most important associated with PRTs having access to a community, or 'family', of support during their induction. An interesting finding, which contrasted with previous research, was that PRTs in the secondary sector had levels of satisfaction with their role that were as high as those in other sectors. The key limitation to effectiveness was linked to lack of time for discussions and observations of the PRT's practice.
机译：在这项由新西兰教师委员会委托进行的研究中，通过在幼儿，小学，中学和土著Mori中等环境中进行的定性“成功案例研究”，对临时注册教师（PRT）（新任）的入职质量进行了检验。建立有效归纳标准（来自文献和先前的研究）指导了整个行业中20个“成功”地点的确定。通过焦点小组，一对一访谈和文献分析，对每个案例进行了深入的数据收集。研究的结果突出了跨部门的示范性上岗实践，其中最重要的是与PRT在上岗过程中获得社区或“家庭”的支持有关。与先前的研究相反，一个有趣的发现是，第二部门的PRT对自己的作用的满意度与其他部门一样高。有效性的关键局限性在于缺乏时间来讨论和观察PRT的实践。

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