Die professionele ontwikkeling van die beginneronderwyser deur die skoolhoof

Abstract

The problem which most beginning teachers have to cope with is that they find themselves in a sink or swim situation during his first year of practice. The beginning teacher often finds himself in a teaching situation for which he has not been professionally trained. In such a situation a big need arises for aid and guidance by the principal. Guidance and help to the novice should take place in a planned structural framework so that it will form part of an in-service training programme. In-service training should not be seen as a separate process, but as the continuation of the professional training, previously undergone. During the in-service training, or the induction phase, the beginning teacher gets the opportunity to develop his potential fully, and to grow professionally. The principal should see that the beginning teacher receives guidance to such an extent, and that the organisational climate be of such a nature, that professional development will take place. To carry into effect the professional development of the beginning teacher the principal may, for example, use a mentor or tutor teacher, especially appointed for such an undertaking. He may also use an induction- or development programme which will be compiled according to specific directing concepts. An induction or development programme for the professional guidance of beginning teachers will consist of various components such as the identification of the beginner's abilities, an orientation phase, a development phase and an evaluating phase. These components are not separate units, but each forms part of a meaningful whole. In the South African educational system, the professional development and the development of the beginner in general, is a management task of the principal, which, at this stage receives little attention. The present hierarchical system in the teaching profession - the principal, vice-principal and heads of departments are very suitable for the implementation of an induction programme, since the delegation of tasks can easily be achieved. No teacher today can start his career on a learn by trial and error basis. Everything points to the fact that the demands on teachers, including beginning teachers, will increase. For this reason beginning teachers should receive efficient in-service training, thus ensuring that they attain a high degree of efficiency as soon as possible.