The transition into teaching : a study of the major problems of beginning teachers in three Cape Town high schools and induction programmes to address them

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dc.contributor.advisorAshley, Michael Jen_ZA
dc.contributor.authorMalatji, Sydney Men_ZA
dc.date.accessioned2016-01-12T11:26:42Z
dc.date.available2016-01-12T11:26:42Z
dc.date.issued1999en_ZA
dc.descriptionBibliography: pages 96-108.en_ZA
dc.description.abstractThe period immediately after entering the teaching profession is of the utmost importance to beginner teachers. This is a moment when beginner teachers learn how to become competent in the classroom. More often than not, beginning teachers are generally expected to assume full responsibility of professional teachers from the first day they report to school. In this regard, the transition from being student teachers to qualified teachers is seen as unproblematic. The beginner teacher is seen as totally prepared to face the reality of teaching. However, literature on professional development indicates that beginner teachers experience a kind of "reality shock" in their first professional year. This research study explored the concerns and problems experienced by beginner teachers during their first years of teaching, at three historically different high schools in Cape Town. A literature survey investigating the realities and conditions of beginner teachers in their workplaces - both local and international was conducted. Furthermore, existing research concerning beginner teachers' professional growth was reviewed to shed light on the research area. A qualitative methodology was adopted in order to facilitate an in-depth understanding of the beginners' experience. Given the qualitative nature of my research topic, which dwells in-depth with people experiences, I found it convenient to use unstructured interviews as a means of collecting data. Unstructured later discussed.en_ZA
dc.identifier.apacitationMalatji, S. M. (1999). <i>The transition into teaching : a study of the major problems of beginning teachers in three Cape Town high schools and induction programmes to address them</i>. (Thesis). University of Cape Town ,Faculty of Humanities ,School of Education. Retrieved from http://hdl.handle.net/11427/16373en_ZA
dc.identifier.chicagocitationMalatji, Sydney M. <i>"The transition into teaching : a study of the major problems of beginning teachers in three Cape Town high schools and induction programmes to address them."</i> Thesis., University of Cape Town ,Faculty of Humanities ,School of Education, 1999. http://hdl.handle.net/11427/16373en_ZA
dc.identifier.citationMalatji, S. 1999. The transition into teaching : a study of the major problems of beginning teachers in three Cape Town high schools and induction programmes to address them. University of Cape Town.en_ZA
dc.identifier.ris TY - Thesis / Dissertation AU - Malatji, Sydney M AB - The period immediately after entering the teaching profession is of the utmost importance to beginner teachers. This is a moment when beginner teachers learn how to become competent in the classroom. More often than not, beginning teachers are generally expected to assume full responsibility of professional teachers from the first day they report to school. In this regard, the transition from being student teachers to qualified teachers is seen as unproblematic. The beginner teacher is seen as totally prepared to face the reality of teaching. However, literature on professional development indicates that beginner teachers experience a kind of "reality shock" in their first professional year. This research study explored the concerns and problems experienced by beginner teachers during their first years of teaching, at three historically different high schools in Cape Town. A literature survey investigating the realities and conditions of beginner teachers in their workplaces - both local and international was conducted. Furthermore, existing research concerning beginner teachers' professional growth was reviewed to shed light on the research area. A qualitative methodology was adopted in order to facilitate an in-depth understanding of the beginners' experience. Given the qualitative nature of my research topic, which dwells in-depth with people experiences, I found it convenient to use unstructured interviews as a means of collecting data. Unstructured later discussed. DA - 1999 DB - OpenUCT DP - University of Cape Town LK - https://open.uct.ac.za PB - University of Cape Town PY - 1999 T1 - The transition into teaching : a study of the major problems of beginning teachers in three Cape Town high schools and induction programmes to address them TI - The transition into teaching : a study of the major problems of beginning teachers in three Cape Town high schools and induction programmes to address them UR - http://hdl.handle.net/11427/16373 ER - en_ZA
dc.identifier.urihttp://hdl.handle.net/11427/16373
dc.identifier.vancouvercitationMalatji SM. The transition into teaching : a study of the major problems of beginning teachers in three Cape Town high schools and induction programmes to address them. [Thesis]. University of Cape Town ,Faculty of Humanities ,School of Education, 1999 [cited yyyy month dd]. Available from: http://hdl.handle.net/11427/16373en_ZA
dc.language.isoengen_ZA
dc.publisher.departmentSchool of Educationen_ZA
dc.publisher.facultyFaculty of Humanitiesen_ZA
dc.publisher.institutionUniversity of Cape Town
dc.subject.otherEducational Management, Administration, Planning and Social Policyen_ZA
dc.titleThe transition into teaching : a study of the major problems of beginning teachers in three Cape Town high schools and induction programmes to address themen_ZA
dc.typeMaster Thesis
dc.type.qualificationlevelMasters
dc.type.qualificationnameMEden_ZA
uct.type.filetypeText
uct.type.filetypeImage
uct.type.publicationResearchen_ZA
uct.type.resourceThesisen_ZA
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