Teacher induction in Chile: A case study of policy and practice

Catherine Flores

    Research output: ThesisDoctoral Thesis

    64 Downloads (Pure)

    Abstract

    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.
    Original languageEnglish
    QualificationDoctor of Education
    Awarding Institution
    • Charles Sturt University
    Supervisors/Advisors
    • Mitchell, Jane, Co-Supervisor
    • Wilkinson, Jane, Co-Supervisor
    Award date27 Aug 2012
    Place of PublicationAustralia
    Publisher
    Publication statusPublished - 2012

    Fingerprint

    induction
    Chile
    teacher
    need development
    policy studies
    Teaching
    qualitative method
    research method
    qualitative research
    profession
    career
    responsibility
    discourse
    interview
    resources
    school
    experience

    Cite this

    Flores, C. (2012). Teacher induction in Chile: A case study of policy and practice. Australia: Charles Sturt University.
    Flores, Catherine. / Teacher induction in Chile : A case study of policy and practice. Australia : Charles Sturt University, 2012. 264 p.
    @phdthesis{c9bda2b0c63041eaa8e2dbe90250c914,
    title = "Teacher induction in Chile: A case study of policy and practice",
    abstract = "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.",
    author = "Catherine Flores",
    year = "2012",
    language = "English",
    publisher = "Charles Sturt University",
    address = "Australia",
    school = "Charles Sturt University",

    }

    Flores, C 2012, 'Teacher induction in Chile: A case study of policy and practice', Doctor of Education, Charles Sturt University, Australia.

    Teacher induction in Chile : A case study of policy and practice. / Flores, Catherine.

    Australia : Charles Sturt University, 2012. 264 p.

    Research output: ThesisDoctoral Thesis

    TY - THES

    T1 - Teacher induction in Chile

    T2 - A case study of policy and practice

    AU - Flores, Catherine

    PY - 2012

    Y1 - 2012

    N2 - 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.

    AB - 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.

    M3 - Doctoral Thesis

    PB - Charles Sturt University

    CY - Australia

    ER -

    Flores C. Teacher induction in Chile: A case study of policy and practice. Australia: Charles Sturt University, 2012. 264 p.