The aim of this study is to investigate policy and practice pertaining to beginning teachers' induction in Chile. The first teaching experiences have been recognised as an important phase of teachers' careers. However, in Chile the entry of beginning teachers into the profession and the support they need during induction has, until recently, received little attention. To ensure that quality teaching is maintained, beginning teachers need development support that provides them with oportunities to extend their pedagogical skills and knowledge. Therefore the key question guiding this research is: How is induction articulated by policy makers, understood by principals, and experienced by beginning teachers, in Chile? This research is positioned within the structure of a professional doctorate. Thus, it is composed of three interrelated studies, each of which seeks to investigate different aspects of induction in the Chilean context. The three studies have employed qualitative research methods. Data for these studies included policy documents and interviews with principals and beginning teachers. The analysis employed the conceptual tool of practice architectures in order to understand the mediating preconditions that enable, constrain, and construe induction as a social practice. In particular the practice architectures theoretical lens offered a way of analysing discourses, material resources, and roles and responsibilities in relation to the induction practice.Each study revealed important aspects of the practice of induction at a system, local and school level.
|Qualification||Doctor of Education|
|Award date||27 Aug 2012|
|Place of Publication||Australia|
|Publication status||Published - 2012|