A comparative study of beginning teacher induction in Malaysia and Victoria (Australia): A review of the literature.
DOI:
https://doi.org/10.37134/jrpptte.vol7.no1.5.2017Keywords:
Beginning teacher, beginning teacher induction program, Malaysia, Australia, VictoriaAbstract
Effective beginning teacher induction program is seen by many scholars as a vital support system for beginning teachers to negotiate the early years of their careers, which are characterized by many trials. This paper attempts to explore the beginning teacher induction practices in Malaysia and the jurisdiction of Victoria, Australia. The paper focuses on basic components of the induction programs and its unique features. Method used for this study is library research. The paper starts with history and definition of beginning teacher induction before discussing the challenges that beginning teachers endure in their early days. The paper then examines the beginning teacher induction programs in Malaysia and jurisdiction of Victoria, Australia. Finally, a comparison between Malaysian and Victorian induction programs are highlighted.
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References
Bahagian Pendidikan Guru (Teacher Training Division). (2010). Modul Program Induksi Guru Permulaan (Module of Beginning Teacher Induction Program). Putrajaya: Kementerian Pelajaran Malaysia
Bickmore, D. L., & Bickmore, S. T. (2010). A multifaceted approach to teacher induction. Teaching and teacher education, 26(4), 1006-1014.
Ben, J., Andrés, S. H., & Steffen, K. (2012). TALIS The Experience of New Teachers Results from TALIS 2008: Results from TALIS 2008. OECD Publishing.
Breaux, A. L., & Wong, H. K. (2003). New teacher induction: How lo train, support and retain good teachers. Mountain View, CA: Harry K. Wong Publications, Inc.
Britton, E., Raizen, S., Paine, L., & Huntley, M. A. (2000). More swimming, less sinking: Perspectives on teacher induction in the US and abroad. National Commission on Mathematics and Science Teaching for the 21st Century. Washington, DC: WestEd
Carroll, T. G. (2005). Induction of teachers into 21st century learning communities: Creating the next generation of educational practice. The New Educator, 1(3), 199-204.
Cherubini, L. (2009). New teachers' perceptions of induction: Insights into principled practices. Alberta Journal of Educational Research, 33(2), 185-198.
Christensen, E. (2013). Micropolitical staffroom stories: Beginning health and physical Education teachers’ experiences of the staffroom. Teaching and Teacher Education, 30, 74–83.
doi:10.1016/j.tate.2012.11.001
Cohen, L. (2010). A guide to teaching practice. New York, NY: Taylor & Francis. Darling-Hammond, L. (2010). Teacher education and the American future. Journal of Teacher Education, 61(1-2), 35-47.
DeAngelis, K. J., Wall, A. F., & Che, J. (2013). The impact of preservice preparation and early career support on novice teachers career intentions and decisions. Journal of Teacher Education, 64(4), 338-355.
http://dx.doi.org/10.1177/0022487113488945
Ensign, J., & Woods, A. M. (2016). Navigating the Realities of the Induction Years: Exploring Approaches for Supporting Beginning Physical Education Teachers. Quest, 69(1), 80-94.
doi:10.1080/00336297.2016.1152983
Ewing, R. & Smith, D. (2003). Retaining quality beginning teachers in the profession. English Teaching: Practice and Critique, 2(1), 15-32.
Feiman-Nemser, S. (2001). From preparation to practice: Designing a continuum to strengthen and sustain teaching. Teachers College Record, 103(6), 1013-1055.
Feiman-Nemser, S. (2010). Multiple meanings of new teacher induction. Past, present, and future research on teacher induction, an anthology for researchers, policy makers, and practitioners (pp. 15-30). Lanham, MD: Rowman & Littlefield Education.
Fetherston, T., & Lummis, G. (2012). Why Western Australian secondary teachers resign. Australian Journal of Teacher Education, 37(4), 1-20.
http://dx.doi.org/10.14221/ajte.2012v37n4
Fry, S. W., & Anderson, H. (2011). Career changers as first-year teachers in rural schools. Journal of Research in Rural Education (Online), 26(12), 1.
Ganser, T. (1999). Reconsidering the relevance of Veenman's. (1984). Meta-analysis of the perceived problems of beginning teachers. Paper presented at the meeting of the American Educational Research Association, Montreal, Canada. (ERIC Document Reproduction Service No. ED 429 964)
George, M. W. (2008). The elements of library research: What every student needs to know. Princeton, NJ: Princeton University Press. Retrieved from
http://press.princeton.edu/titles/8711.html
Goh, P. S. C. (2012). The Malaysian Teacher Standards: A look at the challenges and implications for teacher educators. Educational Research for Policy and Practice, 11(2), 73–87.
Goh, P. S. C., & Wong, K. T. (2014). Beginning teachers’ conceptions on competency: implications to educational policy and teacher education in Malaysia. Educational Research for Policy and Practice, 13(1), 65-79
Haim, O., & Amdur, L. (2016). Teacher perspectives on their alternative fast-track induction. Teaching Education, 27(4), 343-370.
doi:10.1080/10476210.2016.1145204
Higgins, M. C., & Kram, K. E. (2001). Reconceptualizing mentoring at work: A developmental network perspective. Academy of Management Review, 26(2), 264288.
Hudson, S., Beutel, D., & Hudson, P. (2009). Teacher induction in Australia: A sample of what’s really happening. Research in Comparative and International Education, 4(1), 53-62.
Hudson, P. (2012). How can schools support beginning teachers? A call for timely induction and mentoring for effective teaching. Australian Journal of Teacher Education, 37(7), 71-84.
http://dx.doi.org/10.14221/ajte.2012v37n7.1
Ingersoll, R. M. (2012). Beginning teacher induction: What the data tell us. Bloomington, IN: Phi Delta Kappa, 93(8), 47-51. Retrieved from
http://www.kappanmagazine.org/content/ 93/8/47
Ingersoll, R. M., & Kralik, J. M. (2004). The impact of mentoring on teacher retention: What the research says. ECS Research Revew, Denver, CO: Education Commission of the States. Retrieved from
http://www.ecs.org/clearinghouse/50/36/5036.htm
Ingersoll, R. M., & Strong, M. (2011). The impact of induction and mentoring programs for beginning teachers a critical review pf the research. Review of Education Research, 81(2), 201-233.
http://dx.doi.org/10.3102/0034654311403323
Ingvarson, L., Kleinhenz, E., Khoo, S. T., & Wilkinson, J. (2007). The VIT Program for Supporting Provisionally Registered Teachers: Evaluation of implementation in 2005. Melbourne: Victorian Institute for Teaching.
Ingvarson, L., Reid, K., Buckley, S., Kleinhenz, E., Masters, G., Rowley, G. (2014). Best Practice Teacher Education Programs and Australia’s Own Programs. Canberra: Department of Education
Jackson, A. W., & Davis, G. A. (2000). Turning points 2000: Educating adolescents in the 21st century. New York: Teachers College Press.
Johnson, S. M., & Kardos, S. M. (2005). Bridging the Generation Gap. Educational Leadership, 62(8), 8-14.
Kane, R. G., & Francis, A. (2013). Preparing teachers for professional learning: is there a future for teacher education in new teacher induction? Development, 17(3), 362-379.
Kelly, N., Reushle, S., Chakrabarty, S., & Kinnane, A. (2014). Beginning teacher support in Australia: Towards an online community to augment current support. Australian Journal of Teacher Education, 39(4).
http://dx.doi.org/10.14221/ajte.2014v39n4.6
Khairani, A. Z., & Ab Razak, N. (2010). Teaching Efficacy of Universiti Sains Malaysia Mathematics Student Teachers. Procedia-Social and Behavioral Sciences, 8, 35-40.
Kearney, S. P. (2016). What happens when induction goes wrong: case studies from the field. Cogent Education, 3(1).
doi:10.1080/2331186X.2016.1160525
Kearney, S. P. (2013). New scheme teacher induction: Challenges and opportunities. Saarbrucken: Scholar’s Press.
Li, L. I., & Zhang, F. (2015). Beginning teachers' induction in Australia: Characteristics, experience and development trend. Studies in Sociology of Science, 6(1), 35.
Lindgren, U. (2005). Experiences of beginning teachers in a school‐based mentoring program in Sweden. Educational studies, 31(3), 251-263.
DOI:10.1080/03055690500236290
Long, J. S., McKenzie-Robblee, S, Lee Schaefer, L., Steeves, P., Wnuk, S., Pinnegar, E., and Clandinin, D.J. (2012). Literature review on induction and mentoring related to early career teacher attrition and retention. Mentoring and Tutoring: Partnership in Learning, 20(1), 7-26.
http://dx.doi.org/10.1080/13611267.2012.645598
McCluskey, K., Sim, C., & Johnson, G. (2011). Imagining a profession: a beginning teacher's story of isolation. Teaching Education, 22(1), 79-90.
http://dx.doi.org/10.1080/10476210.2010.542807
McCormack, A. N. N., & Thomas, K. (2003). Is survival enough? Induction experiences of beginning teachers within a New South Wales context. Asia-Pacific Journal of teacher education, 31(2), 125-138.
http://dx.doi.org/10.1080/13598660500480282
McKenzie, P., Weldon, P. R., Rowley, G., Murphy, M., & McMillan, J. (2014). Staff in Australia’s schools 2013: Main report on the survey. Canberra ACT: Australian Council for Educational Research. Retrieved from
http://research.acer.edu.au/cgi/viewcontent.cgi?article=1021&context=tll_mic
Moir, E., & Gless, J. (2001). Quality induction: An investment in teachers. Teacher Education Quarterly, 28(1), 109-114.
Murshidi, R., Konting, M. M., Elias, H., & Fooi, F. S. (2006). Sense of efficacy among beginning teachers in Sarawak. Teaching Education, 17(3), 265-275.
http://dx.doi.org/10.1080/10476210600849730
Ramsey, G. A. (2000). Quality matters: Revitalising teaching: Critical times, critical choices. Report of the Review of Teacher Education, New South Wales, N. S. Wales (Ed.). NSW Department of Education and Training.
Saphier, J., & Durkin, P. (2011). Supervising principals: How Central Office Administrators can improve teaching and learning in the classroom--The missing link. Retrieved from
http://www.rbteach.com/sites/default/files/supervising_and_coaching_principals_sa phier.pdf
Senom, F., Zakaria, A. R. & Shah, S. S. A. (2013). Novice teachers’ challenges and survival: Where do Malaysian ESL teachers stand? American Journal of Educational Research, 1(4), 119-125.
Serpell, Z. (2000). Beginning teacher induction: A review of the literature. Washington, DC: American Association of Colleges for Teacher Education.
Shayshon, B., & Popper-Giveon, A. (2016). ‘These are not the realities I imagined’: an inquiry into the lost hopes and aspirations of beginning teachers. Cambridge Journal of Education, 1-17.
doi:10.1080/0305764x.2016.1214238
Shoffner, M. (2011). Considering the first year: Reflection as a means to address beginning teachers’ concerns. Teachers and Teaching, 17(4), 417-433.
Smith, T. M., & Ingersoll, R. M. (2004). What are the effects of induction and mentoring on beginning teacher turnover? American Educational Research Journal, 41, 681-714.
http://dx.doi.org/10.3102/00028312041003681
Smith, K., & Sela, O. (2005). Action research as a bridge between pre‐service teacher education and in‐service professional development for students and teacher educators. European Journal of Teacher Education, 28(3), 293-310.
Stansbury, K., & Zimmerman, J. (2000). Lifelines to the Classroom: Designing Support for Beginning Teachers. Knowledge Brief.
Strong, M. (2009). Effective teacher induction and mentoring: Assessing the evidence. Teachers College Press. 1234 Amsterdam Avenue, New York, NY 10027.
Totterdell, M., Woodroffe, L., Bubb, S., Daly, C., Smart, T., & Arrowsmith, J. (2008). What are the effects of the roles of mentors or inductors using induction programs fornewly qualified teachers (NQTs) on their professional practice, with special reference to teacher performance, professional learning and retention rates? London, UK: EPPICentre, Social Science Research Unit, Institute of Education, University of London
Tynjälä, P., & Heikkinen, A. P. H. L. (2011). Beginning teachers’ transition from pre-service education to working life. Zeitschrift für Erziehungswissenschaft, 14(1), 11-33.
Villani, S. (2009). Comprehensive mentoring programs for new teachers: Models of induction and support (2nd ed.). Thousand Oaks, CA: Corwin.
Wonacott, M. E. (2002). Teacher induction programs for beginning CTE teachers. In brief: Fast facts for policy and practice. National Dissemination Center for Career and Technical Education, Columbus, OH.
Wong, H. K., Britton, T., & Ganser, T. (2005). What the world can teach us about new teacher induction. Phi Delta Kappan, 86(5), 379-384.
Wong, H. (2005). New teacher induction: The foundation for comprehensive, coherent, and sustained professional development. In H. Porter ed., Teacher mentoring and induction: The state of art and beyond (pp.41-58). Thousand Oaks, CA: Corwin Press.
Bickmore, D. L., & Bickmore, S. T. (2010). A multifaceted approach to teacher induction. Teaching and teacher education, 26(4), 1006-1014.
Ben, J., Andrés, S. H., & Steffen, K. (2012). TALIS The Experience of New Teachers Results from TALIS 2008: Results from TALIS 2008. OECD Publishing.
Breaux, A. L., & Wong, H. K. (2003). New teacher induction: How lo train, support and retain good teachers. Mountain View, CA: Harry K. Wong Publications, Inc.
Britton, E., Raizen, S., Paine, L., & Huntley, M. A. (2000). More swimming, less sinking: Perspectives on teacher induction in the US and abroad. National Commission on Mathematics and Science Teaching for the 21st Century. Washington, DC: WestEd
Carroll, T. G. (2005). Induction of teachers into 21st century learning communities: Creating the next generation of educational practice. The New Educator, 1(3), 199-204.
Cherubini, L. (2009). New teachers' perceptions of induction: Insights into principled practices. Alberta Journal of Educational Research, 33(2), 185-198.
Christensen, E. (2013). Micropolitical staffroom stories: Beginning health and physical Education teachers’ experiences of the staffroom. Teaching and Teacher Education, 30, 74–83.
doi:10.1016/j.tate.2012.11.001
Cohen, L. (2010). A guide to teaching practice. New York, NY: Taylor & Francis. Darling-Hammond, L. (2010). Teacher education and the American future. Journal of Teacher Education, 61(1-2), 35-47.
DeAngelis, K. J., Wall, A. F., & Che, J. (2013). The impact of preservice preparation and early career support on novice teachers career intentions and decisions. Journal of Teacher Education, 64(4), 338-355.
http://dx.doi.org/10.1177/0022487113488945
Ensign, J., & Woods, A. M. (2016). Navigating the Realities of the Induction Years: Exploring Approaches for Supporting Beginning Physical Education Teachers. Quest, 69(1), 80-94.
doi:10.1080/00336297.2016.1152983
Ewing, R. & Smith, D. (2003). Retaining quality beginning teachers in the profession. English Teaching: Practice and Critique, 2(1), 15-32.
Feiman-Nemser, S. (2001). From preparation to practice: Designing a continuum to strengthen and sustain teaching. Teachers College Record, 103(6), 1013-1055.
Feiman-Nemser, S. (2010). Multiple meanings of new teacher induction. Past, present, and future research on teacher induction, an anthology for researchers, policy makers, and practitioners (pp. 15-30). Lanham, MD: Rowman & Littlefield Education.
Fetherston, T., & Lummis, G. (2012). Why Western Australian secondary teachers resign. Australian Journal of Teacher Education, 37(4), 1-20.
http://dx.doi.org/10.14221/ajte.2012v37n4
Fry, S. W., & Anderson, H. (2011). Career changers as first-year teachers in rural schools. Journal of Research in Rural Education (Online), 26(12), 1.
Ganser, T. (1999). Reconsidering the relevance of Veenman's. (1984). Meta-analysis of the perceived problems of beginning teachers. Paper presented at the meeting of the American Educational Research Association, Montreal, Canada. (ERIC Document Reproduction Service No. ED 429 964)
George, M. W. (2008). The elements of library research: What every student needs to know. Princeton, NJ: Princeton University Press. Retrieved from
http://press.princeton.edu/titles/8711.html
Goh, P. S. C. (2012). The Malaysian Teacher Standards: A look at the challenges and implications for teacher educators. Educational Research for Policy and Practice, 11(2), 73–87.
Goh, P. S. C., & Wong, K. T. (2014). Beginning teachers’ conceptions on competency: implications to educational policy and teacher education in Malaysia. Educational Research for Policy and Practice, 13(1), 65-79
Haim, O., & Amdur, L. (2016). Teacher perspectives on their alternative fast-track induction. Teaching Education, 27(4), 343-370.
doi:10.1080/10476210.2016.1145204
Higgins, M. C., & Kram, K. E. (2001). Reconceptualizing mentoring at work: A developmental network perspective. Academy of Management Review, 26(2), 264288.
Hudson, S., Beutel, D., & Hudson, P. (2009). Teacher induction in Australia: A sample of what’s really happening. Research in Comparative and International Education, 4(1), 53-62.
Hudson, P. (2012). How can schools support beginning teachers? A call for timely induction and mentoring for effective teaching. Australian Journal of Teacher Education, 37(7), 71-84.
http://dx.doi.org/10.14221/ajte.2012v37n7.1
Ingersoll, R. M. (2012). Beginning teacher induction: What the data tell us. Bloomington, IN: Phi Delta Kappa, 93(8), 47-51. Retrieved from
http://www.kappanmagazine.org/content/ 93/8/47
Ingersoll, R. M., & Kralik, J. M. (2004). The impact of mentoring on teacher retention: What the research says. ECS Research Revew, Denver, CO: Education Commission of the States. Retrieved from
http://www.ecs.org/clearinghouse/50/36/5036.htm
Ingersoll, R. M., & Strong, M. (2011). The impact of induction and mentoring programs for beginning teachers a critical review pf the research. Review of Education Research, 81(2), 201-233.
http://dx.doi.org/10.3102/0034654311403323
Ingvarson, L., Kleinhenz, E., Khoo, S. T., & Wilkinson, J. (2007). The VIT Program for Supporting Provisionally Registered Teachers: Evaluation of implementation in 2005. Melbourne: Victorian Institute for Teaching.
Ingvarson, L., Reid, K., Buckley, S., Kleinhenz, E., Masters, G., Rowley, G. (2014). Best Practice Teacher Education Programs and Australia’s Own Programs. Canberra: Department of Education
Jackson, A. W., & Davis, G. A. (2000). Turning points 2000: Educating adolescents in the 21st century. New York: Teachers College Press.
Johnson, S. M., & Kardos, S. M. (2005). Bridging the Generation Gap. Educational Leadership, 62(8), 8-14.
Kane, R. G., & Francis, A. (2013). Preparing teachers for professional learning: is there a future for teacher education in new teacher induction? Development, 17(3), 362-379.
Kelly, N., Reushle, S., Chakrabarty, S., & Kinnane, A. (2014). Beginning teacher support in Australia: Towards an online community to augment current support. Australian Journal of Teacher Education, 39(4).
http://dx.doi.org/10.14221/ajte.2014v39n4.6
Khairani, A. Z., & Ab Razak, N. (2010). Teaching Efficacy of Universiti Sains Malaysia Mathematics Student Teachers. Procedia-Social and Behavioral Sciences, 8, 35-40.
Kearney, S. P. (2016). What happens when induction goes wrong: case studies from the field. Cogent Education, 3(1).
doi:10.1080/2331186X.2016.1160525
Kearney, S. P. (2013). New scheme teacher induction: Challenges and opportunities. Saarbrucken: Scholar’s Press.
Li, L. I., & Zhang, F. (2015). Beginning teachers' induction in Australia: Characteristics, experience and development trend. Studies in Sociology of Science, 6(1), 35.
Lindgren, U. (2005). Experiences of beginning teachers in a school‐based mentoring program in Sweden. Educational studies, 31(3), 251-263.
DOI:10.1080/03055690500236290
Long, J. S., McKenzie-Robblee, S, Lee Schaefer, L., Steeves, P., Wnuk, S., Pinnegar, E., and Clandinin, D.J. (2012). Literature review on induction and mentoring related to early career teacher attrition and retention. Mentoring and Tutoring: Partnership in Learning, 20(1), 7-26.
http://dx.doi.org/10.1080/13611267.2012.645598
McCluskey, K., Sim, C., & Johnson, G. (2011). Imagining a profession: a beginning teacher's story of isolation. Teaching Education, 22(1), 79-90.
http://dx.doi.org/10.1080/10476210.2010.542807
McCormack, A. N. N., & Thomas, K. (2003). Is survival enough? Induction experiences of beginning teachers within a New South Wales context. Asia-Pacific Journal of teacher education, 31(2), 125-138.
http://dx.doi.org/10.1080/13598660500480282
McKenzie, P., Weldon, P. R., Rowley, G., Murphy, M., & McMillan, J. (2014). Staff in Australia’s schools 2013: Main report on the survey. Canberra ACT: Australian Council for Educational Research. Retrieved from
http://research.acer.edu.au/cgi/viewcontent.cgi?article=1021&context=tll_mic
Moir, E., & Gless, J. (2001). Quality induction: An investment in teachers. Teacher Education Quarterly, 28(1), 109-114.
Murshidi, R., Konting, M. M., Elias, H., & Fooi, F. S. (2006). Sense of efficacy among beginning teachers in Sarawak. Teaching Education, 17(3), 265-275.
http://dx.doi.org/10.1080/10476210600849730
Ramsey, G. A. (2000). Quality matters: Revitalising teaching: Critical times, critical choices. Report of the Review of Teacher Education, New South Wales, N. S. Wales (Ed.). NSW Department of Education and Training.
Saphier, J., & Durkin, P. (2011). Supervising principals: How Central Office Administrators can improve teaching and learning in the classroom--The missing link. Retrieved from
http://www.rbteach.com/sites/default/files/supervising_and_coaching_principals_sa phier.pdf
Senom, F., Zakaria, A. R. & Shah, S. S. A. (2013). Novice teachers’ challenges and survival: Where do Malaysian ESL teachers stand? American Journal of Educational Research, 1(4), 119-125.
Serpell, Z. (2000). Beginning teacher induction: A review of the literature. Washington, DC: American Association of Colleges for Teacher Education.
Shayshon, B., & Popper-Giveon, A. (2016). ‘These are not the realities I imagined’: an inquiry into the lost hopes and aspirations of beginning teachers. Cambridge Journal of Education, 1-17.
doi:10.1080/0305764x.2016.1214238
Shoffner, M. (2011). Considering the first year: Reflection as a means to address beginning teachers’ concerns. Teachers and Teaching, 17(4), 417-433.
Smith, T. M., & Ingersoll, R. M. (2004). What are the effects of induction and mentoring on beginning teacher turnover? American Educational Research Journal, 41, 681-714.
http://dx.doi.org/10.3102/00028312041003681
Smith, K., & Sela, O. (2005). Action research as a bridge between pre‐service teacher education and in‐service professional development for students and teacher educators. European Journal of Teacher Education, 28(3), 293-310.
Stansbury, K., & Zimmerman, J. (2000). Lifelines to the Classroom: Designing Support for Beginning Teachers. Knowledge Brief.
Strong, M. (2009). Effective teacher induction and mentoring: Assessing the evidence. Teachers College Press. 1234 Amsterdam Avenue, New York, NY 10027.
Totterdell, M., Woodroffe, L., Bubb, S., Daly, C., Smart, T., & Arrowsmith, J. (2008). What are the effects of the roles of mentors or inductors using induction programs fornewly qualified teachers (NQTs) on their professional practice, with special reference to teacher performance, professional learning and retention rates? London, UK: EPPICentre, Social Science Research Unit, Institute of Education, University of London
Tynjälä, P., & Heikkinen, A. P. H. L. (2011). Beginning teachers’ transition from pre-service education to working life. Zeitschrift für Erziehungswissenschaft, 14(1), 11-33.
Villani, S. (2009). Comprehensive mentoring programs for new teachers: Models of induction and support (2nd ed.). Thousand Oaks, CA: Corwin.
Wonacott, M. E. (2002). Teacher induction programs for beginning CTE teachers. In brief: Fast facts for policy and practice. National Dissemination Center for Career and Technical Education, Columbus, OH.
Wong, H. K., Britton, T., & Ganser, T. (2005). What the world can teach us about new teacher induction. Phi Delta Kappan, 86(5), 379-384.
Wong, H. (2005). New teacher induction: The foundation for comprehensive, coherent, and sustained professional development. In H. Porter ed., Teacher mentoring and induction: The state of art and beyond (pp.41-58). Thousand Oaks, CA: Corwin Press.
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Published
2017-06-08
How to Cite
Paronjodi, G. K., Jusoh, A. J., & Abdullah, M. H. (2017). A comparative study of beginning teacher induction in Malaysia and Victoria (Australia): A review of the literature. Journal of Research, Policy & Practice of Teachers and Teacher Education, 7(1), 36–48. https://doi.org/10.37134/jrpptte.vol7.no1.5.2017
