Induction education: compulsory or optional in Nepalese context

In the Nepalese context need of induction education: compulsory or optional

Abstract
1. Title
2. Author
3. Abstract
4. Key words
5. Introduction
6. Literature review
7. Methods and procedures: As per our title demand we have conducted our
seminar paper in the qualitative research design. As our intension is to know
the lived experience of the teachers on their early stage of their teaching
career so, under the qualitative methods we have selected phenomenology
research design. To make our seminar paper fulfilled we need data. For data
collection we choose 4 teachers form purposive sampling under non-random
sampling procedures and those 4 teachers were selected from two secondary
school (two teachers from private school and two from government school).
8. Result and discussions
9. Conclusion and implication
10.Acknowledgements
11.References
12.Appendices
INTRODUCATION

The process of converting pre-service teaching into an in-service teacher is known

as induction and this technique of teachers’ professional growth has been gaining
momentum in the world of teacher education throughout the world (Khadka,
2021). In the same way according to (Cole & Mcnay in Dube, 2008, Bhandari,
2014), the term ‘induction’ means to guide, to introduce or to initiate especially
into something demanding, secrete or special knowledge. Furthermore, he stated
that teacher induction refers to the assistance, guidance, orientation and support
provided to the novice teachers in order to make them familiar with new teaching
environment. Regarding the induction program (Ingersoll, 2012) argue that
teachers in their early-stage face lots of problem regarding school environment,
classroom environment, student’s psychology, relationship among co-workers in
their beginning teaching career and he also linked beginning stage of teacher to a
“lost at sea” or “sink or swim” experience.
If we see the history of the induction in teaching field Wood and Stanulis (2009)
describe five waves in the history of teacher induction . it was started before 1990.
The first wave was prior to 1986, The second wave came during the years of 1986
and 1989, 1990-1996 brought the third wave of induction programs, The fourth
wave of induction programs occurred from 1997 to 2006, We are currently in the
fifth wave.
Later on, because of the importance of induction education in teaching field it was
adopted by many countries like USA, Japan, Germany, France and many others.
Teaching is the challenging job (Ingersoll, 2012). Development of the science and
technology has made more challenging than it was in the past. Students of present
days are dynamic, smarter than the teachers, they are updating their knowledge,
skills with the help of technology. So, in this case to adjust in the classroom, to
accept the classroom challenges, to make classroom teaching effective, to get rid
from all anxiety which overcome in the first year of teaching career each and all
teachers need induction education, mentoring, supports form their school
environment, co-teacher, principal and all members of SMC. Furthermore,
beginning teacher induction is an imperative process in adjusting teachers to their
new careers and helping them overcome the hardships of teaching.
If we talk about the role of teachers, it is generally accepted that teachers are the
key actors who contribute to the making of people through education. Teachers are
often considered as God who changes the life of the students. In the context of
Nepal, students totally believe on teacher, if teacher are not familiar with the
school environment, classroom challenges, teaching methodology, students’
psychology in their beginning career they face lots of problem throughout their
teaching career and results of this will also affect the outcomes of education. so, to
address the needs of induction education for novice teachers (Brewster &
Railsback,2001) argue that the beginning teachers who participate in an induction
program are more likely to use effective instructional strategies, have better
classroom management skills, and enjoy a higher level of job satisfaction,
moreover (Howe, 2006) suggests that induction improves the overall job
satisfaction of teachers, enriches professional development, and produces more
effective teaching and learning. Only scholar who discussed about the teacher
induction in Nepal (Khadka, 2021) had also argue that the teacher induction
program makes an unfamiliar situation familiar to those who want to be
accustomed to it and from ELT practitioners ‘point of view, induction paves the
way to professionalism and (Bhandari, 2014) says that teacher induction is
important program because through induction, the new teachers can develop
knowledge of professional practice, capacity to assess the needs, awareness of
future responsibilities, dedication to the profession and ability to maximize the use
of the resources available around.
Alliance for Excellent Education. (2004, June 23). Tapping the potential: Retaining
and developing high-quality new teachers. Washington, DC: Author.
All beginning teachers need comprehensive induction if we are to retain them and
help them develop into high-quality professionals (Alliance for Excellent
Education. (2004, June 23). Induction which helps to develop new teachers
includes the following components:
 Structured mentoring
 Common planning time for new teachers
 Intensive professional development
 Network of other teachers
 A standards-based assessment and evaluation
And benefits of teacher induction are:
 Reduced attrition
 Improved teacher quality and
 Improved student achievement.
 Induction keeps quality teachers in the profession
 Induction teaches beginning teachers clinical, practical skills
 Induction builds a community of teachers who are learners
 Induction orients teachers into their local school.
 Induction orients teachers into the efficacy and worth of their profession
 Induction helps novice teachers to change their theorize knowledge into
practical (Alliance for Excellent Education. (2004, June 23).
Literature Review
Teaching, however, has traditionally not had the kind of induction programs for
new entrants common to many skilled blue- and white-collar occupations and
characteristic of many traditional professions (Ingersoll, 2012). These are the very
kinds of issues and problems that novice employee face while they enter in the
school such as students’ evaluation, converting theories into practice, student’s
psychology and for overcoming form such issues and problem orientation, training
and support programs widely known as induction seek to address. New teachers
need opportunities to collaborate with other teachers in professional communities,
observe colleagues’ classrooms, be observed by expert mentors, analyses their own
practice, and network with other novice teachers (Darling-Hammond & Sclan,
1996; Huling-Austin, 1992). The induction process, it is argued, provides
opportunities for new teachers to engage early in the collegial dialogue that is
crucial to commitment, growth and effectiveness in one’s profession (Kelley,
2004).
Developing county had not learned from the developed county about the policy, act
and regulation regarding the induction program. In their research finding country
having low-income (Ghana, Malawi, Lesotho, and Trinidad and Tobago), Lewin
and Stuart (2003) observe that none of them had a formal policy for induction of
newly qualified teachers and that any decision to orient new teachers was left to
the discretion of headteachers as and how they thought fit. They further added that
there is a need to see induction as part of a continuum of teacher development and
to extend support for new teachers beyond their initial training into the first few
years of teaching. Lewin, K. M., & Stuart, J. S. (2003). Researching Teacher
Education: New Perspectives on Practice, Performance and Policy. Brighton:
DFID.
Regarding the induction program (Chan, 2014) stated that new faculties (teachers)
usually have many basic questions to ask about the organization in which they
work. To save time on handling the many basic questions and answers, school or
department administrators can form a small committee of veteran faculties to help
develop a list of frequently asked questions (FAQ) with answers to be
disseminated to new faculties for reading. He further added that the key to
successful induction and mentoring programs is in fact the commitment and
determination of our educators. According to him in teaching field induction and
mentoring programs need to be mandatorily implemented to offer needed
assistance to novice teacher to add strength to the forever developing teaching
force. Through effective induction and mentoring programs teacher can overcome
through anxiety, fear, confusion, illusion they have faced during their first entry in
real teaching field.
In the thesis by (Reeder, 2013), in North Carolina, more than half of the novice
teachers had left their job within 5 years. This is because of the teaching load,
anxiety they have faced during their first year, dissatisfaction towards teaching of
teaching profession. According to him to overcome from these kinds of problem
teacher induction program is the best solution. Teacher induction provides
confidence among novice teachers, it helps to develop the sense job satisfaction, it
increases teacher efficacy, intention to remain in the profession, promote quality
professional development, and facilitate a collaborative work environment among
co-teachers. He further added that induction is the key component for the teacher
professional development.
A review of the research on problems of beginning teachers shows that feelings of
isolation; poor understanding of what is expected of them; workload and extra
assignments that they were unprepared to handle; lack of supplies, materials, or
equipment; poor physical facilities; and lack of support or help from experienced
teachers or supervisors contribute to their feelings of frustration and failure
(Veenman, 1984). He further stated about eight-problems faced by the novice
teacher in the beginning stage of teaching career, they are: classroom discipline,
motivating students, dealing with individual differences, assessing students' work,
relationships with parents, organization of class work, insufficient and/or
inadequate teaching materials and supplies, and dealing with problems of
individual students. These problems are not solved by the novice teacher on their
own, for overcoming form these all problems they need support, training, assist
form the experienced teachers and mentors.
The teacher induction period refers to the transitional period between pre-service
preparation and continuing professional development, encompassing the first few
years of teaching (Huling-Austin, Odell, Ishler, Kay, & Edelfelt, 1989). It is an
intense phase in which teachers learn many things and have to deal with the typical
difficulties of beginning teachers (Huberman, 1989; Veenman, 1984). Induction is
a process of initiating new teachers into their new roles, both as teachers and as
members of the school organization. As new members of the school organization,
they often have to compete for a place amongst the more experienced teachers,
adjust to the predominant school culture, and earn the appreciation of colleagues
10 Chapter 1 (Kelchtermans & Ballet, 2002; Zeichner & Gore, 1990). Beginning
teachers’ induction period is very important in view of their further careers.
Teachers form their professional identity, construct a professional practice and
often decide to stay in the profession or to leave it (Feiman-Nemser, 2001). A still
increasing number of schools supports beginning teachers with an induction
program: a more or less formalized program that is aimed to support beginning
teachers in their first years of teaching after their pre-service education (Beijaard,
Buitink, & Kessels, 2010). Due to cultural differences and local policies, to some
extent goals and content of induction programs in various countries differ.
Nevertheless, it is increasingly acknowledged that induction programs are
essential, for even a very comprehensive teacher education program cannot prepare
teachers for their job completely (Britton, Paine, Pimm, & Raizen, 2003).

Ingersoll and Strong’s (2011) review on induction and mentoring programmes for
NQTs found that, overall, there is empirical support for the claim that induction
support and, in particular, mentoring programmes have a positive effect. New
teachers who took part in an induction programme had higher rates of satisfaction,
commitment to teaching and retention (Ingersoll and Strong 2011). Ingersoll, R.M.
and Strong, M., 2011. The impact of induction and beginning programs for
beginning teachers: A critical review of the research. American Education
Research Association, 81 (2), 201–233.
The transition from student teacher to being a teacher, which most of the time
involves changing their role abruptly, is mentioned by the principals in this study
as one of the Downloaded by [Pepperdine University] at 08:02 15 August 2017
JOURNAL OF EDUCATION FOR TEACHING 5 challenges faced by beginning
teachers. During this transition, the management of student behaviour was
recognised as one of the greatest problems facing beginning teachers. The other
serious problems that principals reported in this study were as follows: insufficient
preparation on various aspects of teaching such as managing computer technology,
lack of knowledge about curriculum and assessing pupils’ work. In addition to the
challenges of the classroom, establishing relationships within the school was also
reported as problematic for beginning teachers. According to the principals,
beginning teachers have problems not only developing relationships with other
teachers but also dealing with parents and caregivers.

Well-designed teacher induction programs can improve teacher competence,

performance, and effectiveness by providing the following items: (1) ongoing
personal support, assessment, and feedback; (2) continuing education that builds
on preservice education; and (3) positive socialization into the profession.
(Wonacott, Michael E., Teacher Induction Programs for Beginning CTE Teachers.
In Brief: Fast Facts for Policy and Practice., Columbus, 2002
induction programs are comprehensive initiations or introductions to a position that
provide inexperienced teachers with the necessary models and tools for beginning
their teaching careers, as well as specific guidance aimed at helping them meet
performance standards.1 Induction may include mentoring, assistance in planning,
professional development and evaluation.2 Synonyms for induction include:
support, orientation, training, internship, assistance or assessment programs,
retention programs, beginning new teacher program, transitional program for
existing teacher, cohort program, phase-in, professional development and
workshops. The Center for Teaching Quality defines induction as going “…beyond
mentoring to provide an extensive framework of support, professional
development and standards-based assessments and evaluations.” Comprehensive
induction programs vary in their particular design, but essential elements include: •
A high-quality mentor program • Ongoing professional development • Access to an
external network of beginning teachers • Standards-based evaluations of beginning
teachers as well as the program itself.3 Research indicates that if teachers have
support and training, they are much more likely to stay in the profession which
ultimately leads to an increase in teacher retention rates. First-year teachers are
typically assigned to the same tasks, in and out of the classroom, as a more
experienced teacher. Quality programs for all first-year teachers are important and
research shows that new teachers who participate in induction programs are nearly
twice as likely to stay in the profession as those who don't.4 Many new teachers
state feelings of isolation and lack of support as critical determinants in their
decision to leave teaching. (Jeanne Kaufmann, December 2007, Induction
Programs for New and Beginning Teachers, Education Commission of the States,
Broadway, Suite
Induction is the program in which novice teacher are given special training about
the teaching strategies, methodology, students achievement, school environment,
about good relationship with administrator, SMC’s members, principal and co-
teachers.