Pedagogical oversights: age and experience in New Zealand's teacher induction

摘要

This article is part of a larger study that is the first to blend qualitative and quantitative methodologies in examining induction programmes in New Zealand primary schools in low-socioeconomic areas. New Zealand induction is nationally funded, but schools are self-managing, so schools create their own support programmes. This research interprets data from a beginning teacher survey to examine school-level variation within the semi-structured national guidelines for induction programmes. After discussing survey design and distribution, pedagogical practices reported in New Zealand induction are reviewed. Interesting patterns surfaced regarding mid-year entrants and older beginning teachers in their second year of induction. Results of factor and cluster analyses performed on the induction-related items are reviewed, particularly in light of age and experience. Lastly, the article concludes with a discussion of findings, international implications, and suggestions for future research.