Title
Dissecting the teacher monolith: Experiences of beginning basic school teachers in Zambia
Document Type
Article
Abstract
This article explores the multifaceted experiences of beginning basic school teachers in Southern Province, Zambia, through a qualitative study comprised of interviews with 35 basic school teachers. Our research examines the uniqueness of beginning teacher experiences in the global South, and points to the need to recognize the implications of 'Education for All' for this particular sub-group of the teaching population. We found that these teachers faced significant personal and professional difficulties, while receiving little support. Nevertheless, teachers expressed a commitment to the profession. Recommendations are provided to suggest improvements to the transition and socialization process for future beginning teachers. © 2014 Elsevier Ltd.
Department(s)
Education
Publication Title
International Journal of Educational Development
Volume
38
First Page
37
Last Page
46
Publication Date
1-1-2014
DOI
10.1016/j.ijedudev.2014.05.006
ISSN
07380593
Recommended Citation
Thomas, Matthew A.M.; Thomas, Carolyn M.; and Lefebvre, Elisabeth E., "Dissecting the teacher monolith: Experiences of beginning basic school teachers in Zambia" (2014). Education Faculty Publications. 4.
https://spark.bethel.edu/education-faculty/4