A Study On The Induction Education Of Primary And Middle School Teachers In New Zealand

Teacher education should be assumed as an integrative process which includes three continuous phases, which are pre-service education, inductive education and in-service training. The beginning teacher induction education is the middle and key phase in the teacher’s professional development process and it is very meaningful for teacher professional development.New Zealand is one of the countries who implemented the beginning teacher induction program in the earliest times in the world. As the publishing of Hill Commission Report" by New Zealand Ministry of Education in1977, it has been recognized as the beginning of teacher induction in New Zealand. From then, the systematic and perfect induction system has been set up through continuous reform and improvement. Horizontally, it is known that the appearance of New Zealand teacher induction is not by chance related to social background of the teachers and educational condition and teachers’ educational theory in those years.The emergence of New Zealand teacher induction can be attributed to the following factors:confusion of beginning teachers in teaching, professional development need, life-long education idea, integration of teacher education and teacher professional development stage theory and etc. Vertically, New Zealand teacher induction has experienced a tough road:from concerning, gestate, forming to development and mature. In short, New Zealand teacher induction completed a transition from fragmented, informal teacher mentoring to integral, formal, systemic teacher induction.New Zealand teacher induction initially aims to offer support to beginning teachers, and reduce the number of unqualified teachers. As its fast developing, it changes to improve the student learning and promote teacher professional developments. Now, it has become an organic composition of teacher education. New Zealand teacher induction is characterized with strict teacher qualification, specific guideline, reasonable goal, rich and pertinent training contents and strict evaluation system. All of these have sustained the beginning teacher professional development.When New Zealand induction education is carried out, the "beginning teacher induction program" is seemed as the basic content. According to the characteristics of the local education policy and school, schools adopt various ways and detailed methods, for example, Kahikatea middle school focused on practice, reflection and consultation as possible to integrate theory with practice, Rimu School emphasised on campus culture and novice teachers and mentor teachers learn together the process of establishing the relationship. Ti Kouka Full Primary School stressed that the New Zealand Institute for Education and Social Network, the importance of the relationship and some Secondary schools focus intercollegiate. Regardless of embodiment, which can be seen as an important way to improve the quality of teachers, and to promote the professional development of teachers.In a word, New Zealand Teachers’education development road is tortuous, the development process is long, but overall it is quite successful, The access system, with safeguard, training content, implementing form and proper assessment, which is attributed to its own plausible features. Importantly, the experments done in educational policy, strict guarantee, educational goal, guiding links and training forms can all be regarded as beneficial references for the attempts in China.