Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.631527
Title: Qualified to teach : the induction experience of English language novice teachers in Libyan secondary schools
Author: Alkhboli, Naema Ali Alarabi
ISNI:       0000 0004 5357 2176
Awarding Body: Liverpool John Moores University
Current Institution: Liverpool John Moores University
Date of Award: 2014
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Abstract:
This study is an investigation of Libyan English language novice teachers' experiences during their first three years after qualifying. Its aim is to inform the development of an induction framework for supporting newcomers to the profession in secondary schools. In this mixed methods study I employed a two-pronged approach: quantitative methods for mapping the territory and to see the wider picture, and qualitative methods to gain an in-depth understanding of the teachers' experiences and thoughts during their first three years of teaching. Quantitative data were generated by a survey questionnaire, while qualitative data were derived from open-ended questionnaire items and interviews. The vast majority of novice teachers in this study reported serious shortcomings in the quality of their induction. Two hundred and twenty-seven teachers from Alzawia and Al-Niqat Al-Khams districts were surveyed, including 21 teachers who participated in interviews. One hundred and ten had graduated from Faculties of Arts in universities where the main focus of study was to develop research. One hundred and seventeen had completed a degree at a teacher training institution. Findings from this research indicate that they encountered diverse challenges in relation to curriculum delivery, integration into the school community and communication with students’ parents, as well as financial difficulties. The key issues that emerged from this research were:• Support for novice teachers is limited, inconsistent and inadequate.• Teacher professionalism requires further development.• The concept of mentoring warrants further consideration to be of benefit to novice teachers and their pupils. This study provided evidence that support at school and district level is essential in order to assist novice teachers of English as a foreign language in their transition from student teacher to professional practitioner. With the aim of enhancing the quality of teacher induction in Libyan secondary schools, the findings of this study have been used to inform the development of a set of recommendations for novice teachers, school principals, mentors and senior staff in district education departments.
Supervisor: Jones, Marion ; Stanley, Grant Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.631527  DOI: Not available
Keywords: Teacher induction, mentoring, secondary education, English as a foreign language, Libya, professional learning
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