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

Matthew A.M. Thomas, Carolyn M. Thomas and Elisabeth E. Lefebvre

International Journal of Educational Development, 2014, vol. 38, issue C, 37-46

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.

Keywords: Comparative education; Educational policy; Teacher education; Primary education; Language policy; Zambia (search for similar items in EconPapers)
Date: 2014
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Citations: View citations in EconPapers (1)

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Persistent link: https://EconPapers.repec.org/RePEc:eee:injoed:v:38:y:2014:i:c:p:37-46

DOI: 10.1016/j.ijedudev.2014.05.006

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