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7.5.7 NTEs require a more detailed induction program
It is imperative that more detailed and tailormade induction programs be devised for NTEs.
Van Velzen considers induction of NTES to be "haphazard" and "dependent on the good will, time and effort of teacher educators" (Van Velzen et al., 2010, p. 62). Induction programs are integral to the integration of NTEs higher education because it introduces NTEs to their work environment and serves as a welcome into the institution itself. NTEs require an induction program that separates organisational induction from professional induction. The findings from this study identified that organisational induction could include topics on institutional policies and procedures, and the professional induction could include topics on professional knowledge, developing professional skills, professional identity, and participating in communities of practice to list a few. There is little evidence in research on how to conduct such inductions or consider what content could potentially be the focus in teacher education as a discipline. This, then, encourages teacher education as a discipline to take stock of what teacher education really means and to define what the quintessential components are that encapsulates teacher education (Martinez, 2008). Professional induction should be done in departments at a 'meso' level, rather than a macro level. Inductions can also occur in many different formats such as small workshops, departmental meetings, discussion sessions, and they do not have to be in such a rigid structure that overwhelms NTEs.
and the relationships they develop have a profound impact on how they learn. Relationships need to be nurtured, and by paying attention to these relational experiences, it encourages NTEs to be open to new experiences and to see the opportunities in connection with others.
Emphasis must be placed on relational experiences of NTEs. As human beings we are the sum total of our knowledge and our experiences and how we apply ourselves and what we know has a major impact on how we engage with the world. The development of a tailor-made program for teachers becoming teacher educators is a path that can no longer be overlooked in HEIs, and more so in a private HEIs. Relational practices can transform teacher education for NTEs because powerful learning experiences and knowledge lies in the very interaction they have with other teacher educators and their environment.
Relationships are fundamental to learning because by being in connection with someone we become a part of a greater community. In these relational communities, learning experiences are facilitated by just being in connection with someone. Connections are made by threads that weaves each person together – every thread is needed because people matter. This view is best summed up in the quote below:
"the self is a knot in the web of multiple intersecting relations; human relations exist in and through shared practices; relations are complex; relations are primary, actions are secondary; teaching is building educational relations; educational relation exists to include the student in a wider web of relations (Bingham &
Sidorkin, 2004 as cited in Hinsdale, 2016)."
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APPENDICES
Appendix A REQUEST FOR PERMISSION TO CONDUCT RESEARCH
ACCESS LETTER REQUESTING PERMISSION TO CONDUCT RESEARCH
School of Education, College of Humanities, University of KwaZulu-Natal,
Edgewood Campus,
The Dean of Academics School of Education Main Tutorial Building Edgewood campus
Date: 23 January 2018
REQUEST FOR PERMISSION TO CONDUCT RESEARCH
My name is Priya Kistan and I am currently a registered Master's student in the School of Education at the University of KwaZulu-Natal and my supervisor is Dr Marinda Swart. In order to complete my dissertation, I need to conduct research and hereby request permission to recruit two participants from the University of KwaZulu-Natal.
The title of my study is:
EXPLORING NOVICE TEACHER EDUCATORS (NTEs) EXPERIENCES OF RELATIONAL LEARNING IN A HIGHER EDUCATION INSTITUTION (HEI)
This study aims to explore novice teacher educator's experiences of relational learning to understand their work of teacher education in Higher Education Institutions. The study will employ three methods of data generation namely, a questionnaire, an interview and lastly a collage presentation. The first data gathering instrument is the questionnaire which will be emailed to participants. Participants will have ten days to complete the questionnaire. Once the questionnaire is completed participants will email the questionnaire responses back to the researcher. The second step in the research includes participants engaging in an interview.
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Each participant will be given a pseudonym at the start of the research and no names or titles will be requested from you during the research process. The interviews will be recorded using a digital device and late transcribed. The last method of data generation will be a Collage presentation. Participants will be given the resources to make a collage and then present the collage to the researcher. Participants will be notified in advance of their presentation date and times. The presentations will be recorded using a digital device and thereafter transcribed for analysis purposes. The participants in this research will receive no final incentives.
Additionally, participation is voluntary and participants are free to withdraw from this study at any time. Participant's refusal to answer questions in the questionnaire or unwilling to respond to interviews questions or abstain from involvement in the research will in no way result in any form of discrimination or disadvantage.
All data collected will be used for my research to complete my dissertation and will be treated confidentially. Of course, the study will only be conducted pending your approval. The data will be used primarily for my Masters dissertation and for publication at conferences or in accredited journals. I will, of course, adhere to the ethical principles and procedures required.
I am hereby seeking your consent to conduct research at your institution. To assist you in reaching a decision, I have attached to this letter: a copy of the research instruments which I intend using in my research.
Should you require any further information, please do not hesitate to contact me or my supervisor. Our contact details are as follows:
Email: [email protected] Cell: 073 980 1209
My supervisor is Dr. Marinda Swart who is located at 75 Silverton Road, Musgrave, 4001, at Embury Institute for Higher Education.
Contact details: email: [email protected] Phone number: 082 356 3234
You may also contact the Research Office through:
Ms P Ximba (HSSREC Research Office) Tel: 031 260 3587
Email: [email protected])