Notre boutique utilise des cookies pour améliorer l'expérience utilisateur et nous vous recommandons d'accepter leur utilisation pour profiter pleinement de votre navigation.
The purpose of this book was to investigate factors affecting induction of novice teachers in selected primary and secondary schools of Solwezi District, Zambia.The major findings indicated that induction for novice teachers of some sort existed with varying content and period at the administrators’ discretion; mentors were appointed but did little or nothing because they lacked training for up-dated knowledge.
Inductors used outdated methods in inducting new teachers.
It was also found that induction practices carried out included orientations, headteachers’ in-service meetings, school in-service workshops, Continuous Professional Development, among others.
In addition, it was not easy for administrators to provide incentives for induction programmes, because the programmes were carried outside normal teaching periods and were poorly attended.
Furthermore the study established that there was no mandatory policy for induction, and lack of common framework of induction activity.
Finances were inadequate and only available for teacher emoluments.
The study situated the development of teachers as a continuing and shared responsibility of all responsible stakeholders.
was born in 1968.Did primary school at Mutenda primary and Junior secondary at Chikola scondary in Chingola.
Completed senior secondary at Kabompo boarding.Trained as primary school teacher at Mufulira TTC; secondary teacher at NISTCO; first degree in H.
and Master's degree at UNZA.
Now lecturing at Solwezi college of education.
Attention : dernières pièces disponibles !
Date de disponibilité: