Abstract:
This paper reports one component of a study that investigated beginning teachers' conceptions of teaching during their induction year. The study was motivated by a finding of the Queensland Board of Teacher Education (1981 a, 1981 b) namely, that many of the concerns of beginning teachers are not being met during their first year of teaching. A team of lecturers from the Carseldine Campus of Brisbane College of Advanced Education (now Queensland University of Technology) conducted the study which was funded by the Board of Teacher Education, Queensland (Lennon et. al., 1988).
Eleven categories of induction experience for beginning teachers were identified. Those that involved beginning teachers in interpersonal interactions are the focus of this paper, namely:
contacts with administrators;
contacts with teachers and colleagues;
interactions with pupils; and
contacts with parents.
Eleven categories of induction experience for beginning teachers were identified. Those that involved beginning teachers in interpersonal interactions are the focus of this paper, namely:
contacts with administrators;
contacts with teachers and colleagues;
interactions with pupils; and
contacts with parents.