University of SaskatchewanHARVEST
  • Login
  • Submit Your Work
  • About
    • About HARVEST
    • Guidelines
    • Browse
      • All of HARVEST
      • Communities & Collections
      • By Issue Date
      • Authors
      • Titles
      • Subjects
      • This Collection
      • By Issue Date
      • Authors
      • Titles
      • Subjects
    • My Account
      • Login
      JavaScript is disabled for your browser. Some features of this site may not work without it.
      View Item 
      • HARVEST
      • Electronic Theses and Dissertations
      • Graduate Theses and Dissertations
      • View Item
      • HARVEST
      • Electronic Theses and Dissertations
      • Graduate Theses and Dissertations
      • View Item

      THE INDUCTION EXPERIENCES OF BEGINNING ELEMENTARY TEACHERS IN THE NORTHWEST TERRITORIES

      Thumbnail
      View/Open
      Tolley_Muriel_Frances_2003_sec.pdf (4.157Mb)
      Date
      2003-06
      Author
      Tolley, Muriel Frances
      Type
      Thesis
      Degree Level
      Masters
      Metadata
      Show full item record
      Abstract
      This qualitative study involves five women elementary teachers who began their teaching careers in 2001in various communities across the Northwest Territories, Canada. Semi-structured interviews at three stages during the year provide a window into their personal, professional and cultural experiences as they built on their pre-service identities and worked toward developing individual teaching styles. Phase one reveals initial impressions of their schools, community cultures and teaching assignments. Phase two presents a dynamic process of adjustment to the demands of teaching. In phase three, the five teachers reflect on their learning journey through pre-service education, learning through practice, and professional development. Finally they describe the induction supports they received and the areas where they felt they needed more assistance. The experiences of the five teachers ,are paralleled by the researcher's induction experience in Baker Lake, Northwest Territories in 1969. In addition to adjusting to the role of teacher, the five participants in this study describe their introduction to cross-cultural communities and the lessons they learned from the ambiguities of conflicting world views and outcomes of post-colonialism played out in their classrooms and in their communities.
      Degree
      Master of Education (M.Ed.)
      Department
      Curriculum Studies
      Program
      Curriculum Studies
      Copyright Date
      June 2003
      URI
      http://hdl.handle.net/10388/8393
      Collections
      • Graduate Theses and Dissertations
      University of Saskatchewan

      University Library

      The University of Saskatchewan's main campus is situated on Treaty 6 Territory and the Homeland of the Métis.

      © University of Saskatchewan
      Contact Us | Disclaimer | Privacy