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dc.contributor.advisorUtumapu-McBride, Tafili
dc.contributor.advisorBernay, Ross
dc.contributor.authordu Plessis, Kobus Andre
dc.date.accessioned2015-07-16T02:04:58Z
dc.date.available2015-07-16T02:04:58Z
dc.date.copyright2015
dc.date.created2015
dc.identifier.urihttp://hdl.handle.net/10292/8961
dc.description.abstractThis is a qualitative study in which I have collected and interpreted data in narrative form. In this qualitative study, interviews were carried out with eight teachers who had been teaching in a South Auckland Special Needs School for 10 years between 2000 to 2010 who all had previously taught overseas. Research has shown that teacher induction programmes are crucial in supporting teachers as they move into the professions or to new contexts. It is critical to note that teaching is one of the few professions where, newly qualified professionals are required to assume full professional responsibilities from the day they enter the profession. For teachers to thrive in their profession they need support from others which includes developing an understanding of the teaching process, administrative systems, and management of students’ behavioural issues along with growth in curriculum strategies. Induction and mentoring form a vital part of the introduction of new teachers into education, and there are no short cuts to this process. New Zealand has historically depended on teachers from the United Kingdom to fill the gaps, but as we move into the 21st century, the supply of teachers is now from a much wider group of countries. This study investigated the induction and mentoring experiences of overseas trained teachers in South Auckland special need schools. While there is considerable research on experiences of beginning teachers’ induction and mentoring, especially in developed countries, very little research has been carried out focusing on overseas trained teacher moving from mainstream teaching to special needs teaching who has previously taught overseas.en_NZ
dc.language.isoenen_NZ
dc.publisherAuckland University of Technology
dc.subjectNarrative inquiryen_NZ
dc.subjectInduction and mentoringen_NZ
dc.titleA narrative inquiry into the induction and mentoring experiences of overseas trained teachers in South Auckland special need schoolsen_NZ
dc.typeThesis
thesis.degree.grantorAuckland University of Technology
thesis.degree.grantorAuckland University of Technology
thesis.degree.levelMasters Theses
thesis.degree.nameMaster of Educationen_NZ
thesis.degree.discipline
dc.rights.accessrightsOpenAccess
dc.date.updated2015-07-15T05:05:58Z


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