Book
Learning to teach: a survey of provisionally registered teachers in Aotearoa New Zealand
(2007)
Abstract
The early years of teaching (the induction phase) are now acknowledged to be a critical stage in
the development of a teacher’s career, influencing both the quality of their teaching and their
retention in the profession (Cameron, Baker, & Lovett, 2006; Cochran-Smith, 2004; Kane &
Mallon, 2006; OECD, 2005; Renwick, 2001). Experiences at the start of their teaching careers
shape teachers’ commitment to developing their practice, their work with colleagues, young
learners and families, and their attitudes to the importance of lifelong learning. In New Zealand
the decision about the awarding of full teacher registration status is based on attestation by the
school principal or equivalent person in an ECE centre/service that the applicant is a satisfactory
teacher, as demonstrated by evidence of formal processes of induction involving appraisal and
supervision. While New Zealand has been a world leader in the provision of funding for the
induction of provisionally registered teachers (PRTs) in schools, and has recently provided
induction funding for teachers in early childhood education (ECE) services, there is evidence that
not all PRTs are receiving their entitlement to structured programmes of mentoring, professional
development, targeted feedback on their teaching, and assessment based on the requirements for
full registration as a teacher (Anthony, Haigh, Bell, & Kane, 2007; Cameron, 2007). This raises
concerns about the extent to which current induction policies and practices contribute to teacher
competence and provide assurance that PRTs have the knowledge and skills to justify their full
registration.
Disciplines
Publication Date
2007
Publisher
New Zealand Teachers Council
ISBN
9780477100526
Citation Information
Marie Cameron, Rachel Dingle and Keren Brooking. Learning to teach: a survey of provisionally registered teachers in Aotearoa New Zealand. Wellington, NZ(2007) Available at: http://works.bepress.com/rachel-felgate/15/