You'ss be OK!: induction experiences and reflections of NSW beginning teachers in physical education

The recent report of the NSW Ministerial Review of Teacher Education, Quality Matters (2000) highlighted the importance of supporting the induction of teachers into the workplace and the need for partnerships between initial teacher education programs and employers to ensure a smooth transition into the profession of teaching. The aim of this pilot study was to identify factors which cause concern, assist in retention of graduates or lead to separation of beginning teachers. A Sample group of graduates from a double degree Bachelor of Teaching/Bachelor of Health & Physical Education initial teacher education program completed a comprehensive questionnaire and participated in structured interviews to investigate their induction and professional growth during their first five years of employment. The results indicated a failure by many school leaders to provide basic support in the form of formal induction. Lack of informative feedback from mentors or superiors also caused concern and difficulty for these teachers in making the transition into schools. The study recommends the need for induction to recognise the importance of context and reduce the isolation experienced by beginning teachers in schools through developing district support networks. Appointing adequately trained mentors who go beyond formal assessment and supervision to provide critical colleagueship could enhance professional growth and reduce attrition rates of beginning teachers.