Developing an effective beginning teacher support system for modern schools

Ilnur B. Garipov

Resumen

In today’s context when the paradigm of education is shifting it is becoming apparent that there is a need for the new requirements for teacher education and novice teachers’ competence. It is becoming particularly important for teachers to be mobile, flexible, able to adapt to social changes, prepared for constant development and innovative challenges, capable of being achievement-oriented and demanding towards one’s own reflective, intellectual, ICT and communication competencies. This article provides an insight into novice teachers’ professional adaptation that takes place during their induction. Moreover, we highlight the main psychological and pedagogical difficulties that novice teachers face. Along with that we present the main forms of support for novice teachers. The main goal of this study is to provide novice teachers with necessary support facilitate their further professional development, promote their self-realization and professional ambitiousness. Our literature review showed that this issue has been in the center of attention of various scientific schools. Within this article we develop the following aspects: creating conditions for successful novice teachers’ adaptation, identifying novice teachers’ professional problems and developing the ways to prevent these problems in their future work, facilitating novice teachers’ engagement in all spheres of school life, supporting their development as creative and unique individuals, encouraging their professional thinking and preparedness for innovation and modernization. All in all our study demonstrated the importance of the issue and all aspects related to novice teachers’ adaptation in today’s schools.

Palabras clave

pedagogical support, professional adaptation, difficulties, novice teachers, contemporary school, me

Texto completo:

PDF (English)

Referencias

Bastian, K.C. & Marks, J.T. (2017). Connecting Teacher Preparation to Teacher Induction: Outcomes for Beginning Teachers in a University-Based Support Program in Low-Performing Schools. American Educational Research Journal, 54(2), 360-394.

Boylan, M. (2018). Enabling adaptive system leadership: Teachers leading professional development. Educational Management Administration and Leadership, 46(1), 86-106.

Chang, W.C., Fan, C.W. & Chen, C.H. (2017). Difficulties Facing the Accountability Leadership of Junior High School Principals and the Strategies They Employ: A Qualitative Approach. Journal of research in education sciences, 62(3), 57-93.

Eslami R, Ahmadi S. Investigating the Role of Educational Media on Secondary School Students’ Learning Process Improvement in Jahrom City. Journal of Humanities Insights. 2019;3(01):13-6.

Hogben, D. & Lawson, M. (1983). Attitudes of secondary school teacher trainees and their practice teaching supervisors. Journal of Education for Teaching, 9(3), 249-263.

Jabbari E, Charbaghi Z, Dana A. Investigating the Effects of Educational and Motivational Education at Different Levels on the Performance and Application of dart throwing. Journal of Humanities Insights. 2019;3(02):37-44.

Kheirabadi MA, Mirzaei Z. Descriptive valuation pattern in education and training system: a mixed study. Journal of Humanities Insights. 2019;3(01):7-12.

Kuzmina, N. (1995). Tvorcheskij potencial specialista. Akmeologicheskie problemy razvitija [Creativity of professionals. Acmeological aspects of development]. Humanization of education-Russia, 1, 63-66.

Lushnikov, I. (1991). Professional'naja adaptacija vypusknikov pedinstituta [Professional adaptation of graduates of pedagogical institutions]. Moscow: Prosveschenie. 340.

Nigris, E. (1988). Stereotypical images of schooling: Teacher socialization and teacher education. Teacher Education Quarterly, 15(2), 4-19.

Petty, M.F., & Hogben, D. (1980). Explorations of semantic space with beginning teachers: A study of socialization into teaching. British Journal of Teacher Education, 6(1), 51-61.

Power, P.G. (1981). Aspects of the transition from education student to beginning teacher. Australian Journal of Education, 25(3), 288-296.

Razavi, S. M., Nasirian, M., & Afkhami, I. (2015). The effectiveness sleep hygiene training on the job performance of employees Shift or rotating shifts parvadeh tabas coal companies in. UCT Journal of Management and Accounting Studies, 3(1), 5-7.

Sinclair, J. & Aho, A. (2018). Experts on super innovators: understanding staff adoption of learning management systems. Higher Education Research & Development, 37(1), 158-172.

Vargas-Hernández, J. G. (2016). THE QUESTION OF CHANGING THE CONCEPT, ROLE AND FUNCTIONS OF STATE. Humanities & Social Sciences Reviews, 4(1), 08-19. https://doi.org/10.18510/hssr.2016.412

Yaakobi, D. & Sharan, S. (1985). Teacher beliefs and practices: The discipline carries the message. Journal of Education for Teaching, 11(2), 187-199.

Zeichner, K.M., Gore, J.M. (1992). Teacher Socialization. New York, Macmillan, Journal of Education for Teaching, 18(31), 239-245.

Enlaces refback

  • No hay ningún enlace refback.

Comentarios sobre este artículo

Ver todos los comentarios