Induction of beginning teachers in Ethiopian schools with reference to multilingual pre-school programs

Abstract

This chapter tries to investigate how the induction of a new pre-school teacher into the profession is being carried out in Ethiopian multilingual schools. Induction of beginning teachers has become a prime issue in teacher development programs since teacher preparation is rarely sufficient to provide all the knowledge and skill necessary for successful teaching. Teacher socialization is considered as a form of secondary socialization that inducts an already socialized individual into a new sector, in this case the teaching profession. The teacher preparation program in Ethiopia recognizes the provision of wide-ranging systems of support to help beginning teachers during their first years in the profession through orientation, mentoring, peer network and feedback. In trying to assess to what extent the different induction types are implemented, this study employed a qualitative method of data collection and analysis with a focus on how the multilingual setting affected the induction process of beginning teachers.