A narrative inquiry into the induction and mentoring experiences of overseas trained teachers in South Auckland special need schools

du Plessis, Kobus Andre
Utumapu-McBride, Tafili
Bernay, Ross
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Master of Education
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Auckland University of Technology

This 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.

Narrative inquiry , Induction and mentoring
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