Support systems for newly qualified teachers in africa.

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dc.contributor.authorBanja, M.K.
dc.date.accessioned2023-11-27T14:49:57Z
dc.date.available2023-11-27T14:49:57Z
dc.date.issued2022-06
dc.descriptionBook
dc.description.abstractThis book covers a critical issue in teacher education-the step between being a ‘trainee teacher’ and a competent professional. It makes an invaluable contribution to academic discourse by presenting one of the most topical but sometimes most ignored issue in education. This book proposes that newly qualified teachers move from initial teacher education to orientation through to mentorship and then ultimately continuous professional development. This is premised on the understanding that a full understanding of the interconnected factors affecting newly qualified teachers (NQTs) need to be tackled in a holistic manner. The book, therefore, proposes an all-inclusive framework that builds on the different elements of an all-encompassing solution. In doing this the first step is defining the problem that requires solving. The book presents a very strong argument in support of mentorship of newly qualified teachers in schools by pointing out the gaps between practice in schools and what is taught and learnt in teachers’ colleges/ universities. The book highlights the holistic nature of the benefits of a culture of mentoring and points out the need to train mentors. It covers pertinent issues such as teacher education and teacher competence. At the centre of the book is a discussion of the challenges NQTs face in their new work places (schools) and what school support systems are in place for them. This book is anchored on the principle of contributing to the improvement of quality in education through raising standards in the quality of teaching of newly qualified teachers. It describes and analyses the situation of NQTs in Zambia and compares this with other African countries. Although the issues discussed in this book concern teachers across the education spectrum, the current discussion focuses on the newly qualified secondary school teacher. The discussion is backed by comprehensive references to relevant and expansive literature. The book is critical and analytic rather than merely descriptive, with relevant and appropriate supporting, country specific content and context and illustrations drawn from numerous countries across the African continent. Voices of mentees have been included to draw in the reader and help to connect them to the text and help them to see how ideas might become enacted in different contexts as a way of moving the practice of mentoring forward. Finally, with a deliberate leaning towards the practical implications of the issues raised, the book offers plausible solutions for teacher education. It must be emphasized that this book is not intended as a prescriptive manual, but as a guide interrogating policies, models, structures, and processes relative to newly qualified teachers. I hope that this book will prove helpful to all stakeholders as they interact with its contents. Lastly, this book provides special appeal to students of education, educationalists, policy makers and general readers concerned about what teachers learn during their education and how they practice it in the school and classroom. This book should be of interest to Teaching Service Commissions, Professional Teacher Associations, Regulatory Teacher Bodies, Teacher Unions and similar entities. While several country-specific examples have been given throughout the text, much of the discussion takes a non-country format. It discusses the place of newly qualified teachers within the context of different but highly similar education systems in Africa.en
dc.identifier.citationBanja, M.K. (2022). Support systems for newly qualified teachers in Africa: policies, practices, challenges and future trends. Lusaka: Marvel publishersen
dc.identifier.isbn982-9988-67-003-2
dc.identifier.urihttp://localhost:4000/handle/123456789/8185
dc.language.isoenen
dc.publisherMarvel publishersen
dc.subjectNewly qualified teachers, induction, mentorship, new teacher support, orientationen
dc.titleSupport systems for newly qualified teachers in africa.
dc.title.alternative: policies, practices, challenges and future trendsen
dc.typeBooken
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