Primary school teachers’ experiences of induction: an innovative perspective by activity theory

Primary school teachers’ experiences of induction: an innovative perspective by activity theory

• Stéphanie Charest, Université Laval, Canada

• Christine Hamel, Université Laval, Canada

doi : https://dx.doi.org/10.18162/fp.2020.512

Résumé

Teacher attrition is a major problem for educational systems, especially for beginning teachers. Induction programs are considered one of the best ways to alleviate the problem. The present research documents primary teachers’ experiences by semi-structured interviews. Through a systemic reading of activity systems, the study shows that beginning teachers do not have full access to professional induction devices. Our research also reveals that peer support plays a key role in teacher retention.

Abstract

Teacher attrition is a major problem for educational systems, especially for beginning teachers. Induction programs are considered one of the best ways to alleviate the problem. The present research documents primary teachers’ experiences by semi-structured interviews. Through a systemic reading of activity systems, the study shows that beginning teachers do not have full access to professional induction devices. Our research also reveals that peer support plays a key role in teacher retention.