The power of the ‘object’ to influence teacher induction outcomes |
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| Authors: | Glenda Anthony Mavis Haigh Ruth Kane |
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| Institution: | a Massey University, PB 11222, Palmerston North 4442, New Zealand;b The Univeristy of Auckland, Private Bag 92601, Auckland 1150, New Zealand;c University of Ottawa, 145 Jean-Jacques-Lussier, Ottawa K1N 6N5, Ontario, Canada |
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| Abstract: | In this paper we explore newly qualified New Zealand secondary teachers’ varied accounts of induction. We claim that multiple interpretations of objectives for induction programs are a significant source of this variation. With reference to an activity system framework, we identify four primary objects of induction that were represented in the induction accounts as follows: ‘orientation to learning about the context’, ‘fitting into the school’, ‘completing registration requirements’, and ‘becoming a professional inquirer’. Whilst teachers would be expected to experience all of these objects within their induction experiences, the balance and emphases of these objects within programs varied considerably. |
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| Keywords: | Teacher induction Teacher learning Activity theory Secondary schools |
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