Dissecting the teacher monolith: Experiences of beginning basic school teachers in Zambia

被引：6

作者：

Thomas, Matthew A. M. ^{[1
]}

Thomas, Carolyn M. ^{[2
]}

Lefebvre, Elisabeth E. ^{[3
]}

机构：

[1] Univ Wisconsin, Dept Educ Studies, La Crosse, WI 54601 USA

[2] Millersville Univ Pennsylvania, Educ Fdn Dept, Millersville, PA 17551 USA

[3] Univ Minnesota, Dept Org Leadership Policy & Dev, Minneapolis, MN 55455 USA

来源：

INTERNATIONAL JOURNAL OF EDUCATIONAL DEVELOPMENT | 2014年 / 38卷

关键词：

Comparative education; Educational policy; Teacher education; Primary education; Language policy; Zambia; EDUCATION; PERCEPTIONS; IMPACT; LEAD;

D O I：

10.1016/j.ijedudev.2014.05.006

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

This article explores the multifaceted experiences of beginning basic school teachers in Southern Province, Zambia, through a qualitative study comprised of interviews with 35 basic school teachers. Our research examines the uniqueness of beginning teacher experiences in the global South, and points to the need to recognize the implications of 'Education for All' for this particular sub-group of the teaching population. We found that these teachers faced significant personal and professional difficulties, while receiving little support. Nevertheless, teachers expressed a commitment to the profession. Recommendations are provided to suggest improvements to the transition and socialization process for future beginning teachers. (C) 2014 Elsevier Ltd. All rights reserved.

引用

页码：37 / 46

页数：10

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