INDUCTION INTO THE TEACHING PROFESSION FROM THE POINT OF VIEW OF BEGINNING TEACHERS
Journal Title: Knowledge International Journal - Year 2018, Vol 26, Issue 2
Abstract
This paper contains the results of a study on the beginning teachers’ attitudes and expectations regarding their induction into the teaching profession. The study was conducted in 2018 within "The Art of Mentoring the Transition from the University to the Educational Institutions" research project of Vratsa Branch of St. Cyril and St. Methodius University of Veliko Tarnovo. The beginning teacher’s transition from pre-service university training to the teaching profession is a complex and dynamic process. Knowing and understanding the needs of the neophyte teacher is the best way to overcome the hardships of the induction period and to ensure his/her effective socialization into the teaching community. The paper examines the nowadays aspects of this transition, the problems concerning the successful adaptation of early career teachers to the profession, summarizes the neophytes’ views on the priorities in teachers’ practical training, analyzes their expectations and attitudes towards a successful career start. The beginning teacher’s transition from the university to the educational institution is a unified, time-taking and continuous process which is aimed at building personal qualities, professional competences, knowledge, skills and habits, adequate both to the personal needs of the novice teacher and to the requirements mandatory for the job. The motivation factors are the basis for winning professional recognition. Mentorship plays an important role in building a quality teacher. It is an integral part of the new teacher’s integration to the profession, of his/her overall professional development and continuous improvement.
Authors and Affiliations
Darinka Kostadinova, Larissa Gruncheva
Keywords
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