Experience of and support for beginning English teachers : a qualitative Hong Kong case study
This thesis reports on qualitative case study research into the experience of six novice English teachers in Hong Kong (HK). It describes their perceived experience, particularly the problems and challenges they encountered, as well as the induction and mentoring support they received during the first year of teaching. While the benefits of different forms of induction support (mentoring in particular) have been established, few studies have focused on specific factors that affect the perceived effectiveness of mentoring, from the point of view of both the mentors and the mentees. The current study therefore breaks new ground in investigating the perspectives of different stakeholders in the mentoring process. What is more, the majority of research reports the nature of the first year of teaching in one snapshot, often not paying attention to the professional development and changes throughout the year. The study follows a group of novice language teachers for the whole of their first year in teaching. The purpose of the case study is to give voice to the perspectives of individual novice teachers within the complex wider sociocultural context that these teachers have to negotiate. Consequently, the thesis
Tang, Elaine Hau Hing
L Education (General)
Experience of and support for beginning English teachers : a qualitative Hong Kong case study. This thesis reports on qualitative case study research into the experience of six novice English teachers in Hong Kong (HK). It describes their perceived experience, particularly the problems and challenges they encountered, as well as the induction and mentoring support they received during the first year of teaching. While the benefits of different forms of induction support (mentoring in particular) have been established, few studies have focused on specific factors that affect the perceived effectiveness of mentoring, from the point of view of both the mentors and the mentees. The current study therefore breaks new ground in investigating the perspectives of different stakeholders in the mentoring process. What is more, the majority of research reports the nature of the first year of teaching in one snapshot, often not paying attention to the professional development and changes throughout the year. The study follows a group of novice language teachers for the whole of their first year in teaching. The purpose of the case study is to give voice to the perspectives of individual novice teachers within the complex wider sociocultural context that these teachers have to negotiate. Consequently, the thesis
experience support begin english_teacher qualitative hong_kong case_study report qualitative_case study experience novice english_teacher hong_kong describes perceive experience particularly problem challenge encounter well induction mentor support receive teaching benefit different_form induction support mentor particular establish study_focus specific factor_affect perceive effectiveness point_view mentor current study_therefore break_new ground investigate perspective different stakeholder mentor process majority report nature teach snapshot often pay_attention professional_development change_throughout year study follow group novice language_teacher whole teaching purpose case_study give_voice perspective individual novice teacher within complex wider sociocultural_context teacher negotiate consequently