Guidelines for an effective staff induction programme at a special school in Gauteng : a case study
Author(s)Kempen, Maria Elizabeth
Staff induction guidelines
School personnel management -- South Africa -- Gauteng -- Case studies
Special education teachers -- In-service training -- South Africa -- Gauteng -- Case studies
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AbstractThis case study explores the experiences of eight newly appointed teachers at a school for intellectually disabled learners. A qualitative phenomenological approach was employed to interpret interview data.
The literature study investigates the phenomenon of staff turnover and includes key literature themes such as adult learning theories of Senge and Vygotski, the life cycle of a teacher, the special school context and problems and needs experienced by beginning teachers.
The key findings of the research were that beginning special education teachers experienced various problems and needs but that, with well planned structured support, these problems could successfully be overcome.
The researcher has developed a set of guidelines, which could be used in developing a staff induction programme, aimed at raising the effectiveness of newly appointed teachers at a school for intellectually disabled learners. This research once again emphasizes the need for a well planned, structured induction programme.
Further Teacher Education
M. Ed. (Education Management)
Kempen, Maria Elizabeth (2010) Guidelines for an effective staff induction programme at a special school in Gauteng : a case study, University of South Africa, Pretoria, <http://hdl.handle.net/10500/3574>