Novice teachers' perceptions of school-based induction programmes at selected primary schools in Windhoek, Namibia

Novice teachers' perceptions of school-based induction programmes at selected primary schools in Windhoek, Namibia

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School-based induction programmes largely focus on informing beginner teachers about the school culture and infrastructure, yet, the core business of education is teaching and learning. A consensus is, however, growing among educators and researchers that despite the positive experiences novice teac...

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Bibliographic Details
Main Author: Dishena, Robert Nghinaakundaama
Other Authors: Mokoena, Sello P.
Format: Others
Language:en
Published: 2015
Subjects:
Induction
Phenomenon
Perceptions
In-service training
Integrate
Policy
Mentor
Novice teacher (beginner teacher)
Un-qualified
Professional support
Principal
Head of Department
Protege
372.1102096881
Teacher orientation > Namibia > Windhoek > Case studies
First year teachers > In-service training > Namibia > Windhoek > Case studies
Elementary school teachers > In-service training > Namibia > Windhoek > Case studies
First year teachers > Namibia > Windhoek > Attitudes > Case studies
Elementary school teachers > Namibia > Windhoek > Attitudes > Case studies
Online Access:Dishena, Robert Nghinaakundaama (2014) Novice teachers' perceptions of school-based induction programmes at selected primary schools in Windhoek, Namibia, University of South Africa, Pretoria, <http://hdl.handle.net/10500/18484>
http://hdl.handle.net/10500/18484

Internet

Dishena, Robert Nghinaakundaama (2014) Novice teachers' perceptions of school-based induction programmes at selected primary schools in Windhoek, Namibia, University of South Africa, Pretoria, <http://hdl.handle.net/10500/18484>
http://hdl.handle.net/10500/18484

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