Dissecting the teacher monolith: Experiences of beginning basic school teachers in Zambia

Authors

Matthew A.M. Thomas, University of Wisconsin-La Crosse
Carolyn M. Thomas, Millersville University
Elisabeth E. Lefebvre, University of Minnesota Twin Cities

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