Problems of, and support for, beginner educators

Abstract

Beginner educators cannot produce their best work and achieve the objectives of the schools that employed them until they have adjusted to the work they are required to do, the environment in which they are to work and the colleagues and learners with whom they have to work. However, it is well known that the transition from student educator to newly qualified educator can be problematic. The best way of supporting and developing novice educators is a clear understanding of their problems and constructive induction programmes that train and sustain them by addressing these issues. The article therefore focuses on the plight of, and support for, beginner educators. It addresses two questions. First, what are the needs and concerns of beginner educators? Second, what strategies can be offered to support beginner educators that will ease their transition into the classroom and reduce attrition early in their careers?