A STUDY OF TEACHER INDUCTION AND DEVELOPMENT WITHIN A UK ADULT ESOL EDUCATIONAL SETTING

Abstract

Responsible for preparing migrant learners for the workplace and higher education, English for Speakers  of Other Languages (ESOL) tutors in the UK face many challenges in their induction and professional growth. This qualitative case study inquired into the workplace induction and development experiences
of Adult ESOL teachers in the research setting. The study also examined the potential for implementing a communities-of-Practice framework to support and develop the tutors. The challenges faced by the tutors ranged from the piecemeal nature of work in the Adult ESOL sector, compensation offered on the
basis of instructional hours and work assignments across multiple sites in the city which left the tutors with little incentive or opportunity to engage in collegial development at work. In addition, the burden of government-mandated documentation of teaching and stream of reforms as well as the demanding
nature of work with linguistically and socially-constrained migrant learners frustrated the teachers. The study recommends that the local managers must translate government policies and reforms at the microlevel of the ESOL workplace more effectively. Additionally, they should promote teacher involvement in local level decision-making.