| dc.description.abstract | When a first-time teacher graduate and start working in a school, the first-time teacher is
expected to adapt and adjust to the demands of a daily teaching programme (Carter & Francis,
2001). This can be overwhelming by taking on the same responsibility as the more
experienced teachers. This can be a reality shock to first-time teachers as they may often be
disadvantaged with the fact that they are often unprepared for the real world (Johnson &
Kardos, 2002; Carter & Francis, 2001). Furthermore, many schools have appointed first-time
teachers, but not all first-time teachers have been given proper support or introduced a mentor
or a mentoring programme to help them adjust to their new career. This can contribute to the
fact that first- time teachers are unprepared for their new roles and the challenges they may
face (Carter & Francis, 2001). I will therefore look at mentoring and the preparedness of firsttime
teachers, the study will focus on a non-governmental Joint Mentoring Project (JMP).
This study aims at investigating how the JMP contributed toward first-time teachers’ teaching
and learning experiences in selected primary schools. | en_US |
