Year: 2013
Type: dissertation
Abstract: As a novice teacher I experienced many difficulties and obstacles in my first two years of teaching in a South African context.This experience was further disempowering as there were no support programmes like induction or mentoring programmes in place to support the transition from student to teacher and to grow professionally.It thus became my concern to ascertain the possibilities of professional development through reflective practice, to highlight some of the strategies which might bring about change, however imperfect, and to consider the human agency in all of this.The focus of the study is particularly on reflective practice as a potential process of professional development and a self-support mechanism for novice teachers.It thus is a study of processes to encourage and maintain a teacher's professional development.I tell of my lived experience as a novice teacher through narrative inquiry.The data comprises of journal entries and field notes which were constructed from conversations and observations.Main ideas were developed within my narrative to analyse the narrated text.Four main themes emerged from my global analysis of data.These are: lack of support; lack of an induction programme; engaging in self-support activities to grow professionally; and the importance that agency plays in this process of personal and professional development.Based on this study of my personal experience as a novice teacher, it would seem that becoming a reflective practitioner could indeed contribute to a sense of empowerment and serve as a support mechanism in personal and professional development.
Author: Cisca Elouise Domingo
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W2133382038