Abstract:
In many professions world-wide it is common that there is supervised training
called induction for newly qualified professionals before they can be appointed
permanently in their positions (Health Professions Council of South Africa
(HPCSA), 2017:1). The designations of the programmes differ from one profession
to another. In some professions they are referred to as internships, probations or
induction. What such programmes have in common is that they confirm and
enhance a practitioner’s awareness of his or her status as a professional (HPCSA,
2017:1).
In some countries like Scotland and regions like Ontario in Canada there are
professional teacher registration bodies that use induction for beginning teachers
as contemplated in the paragraph above to complete a teacher’s professional
training (Ontario Teachers’ College, 2010:3; General Teaching Council for
Scotland GTCS, 2012:2).
However, in South Africa, although induction is intended to be available for all
beginning teachers, it is not always the case in practice. Moreover, the successful
completion of an induction programme is not a prerequisite for a permanent
appointment as a teacher. In South Africa the professional council for education is
the South African Council for Educators (SACE). Its registration requirements for
educators (which allow them to teach) do not include the successful completion of
an induction programme and are limited to pre-service academic qualifications and
registration with SACE.
The problem is that beginning teacher induction is still not fully realised in most
schools in South Africa and that its purpose is uncertain (Hudson, 2012:2).
The focus in this study is beginning teacher induction in primary schools in
Mbombela in the Mpumalanga province. It investigates the views of beginning
teachers, experienced teachers and their principals about induction in primary
schools in the Mbombela area in Mpumalanga to gain insight into how induction
for beginning teachers can be improved in schools to enhance the quality of
education and to promote teachers’ awareness of their status as professional
practitioners.
