Professional problems of beginning teachers and conditions of their adaptation

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F61988987%3A17450%2F21%3AA2202EFO" target="_blank" >RIV/61988987:17450/21:A2202EFO - isvavai.cz</a>

Výsledek na webu

<a href="https://library.iated.org/view/CERVENKOVA2021PRO" target="_blank" >https://library.iated.org/view/CERVENKOVA2021PRO</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.21125/iceri.2021.0685" target="_blank" >10.21125/iceri.2021.0685</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Professional problems of beginning teachers and conditions of their adaptation

Popis výsledku v původním jazyce

Beginning teachers encounter many new responsibilities and educational situations, especially at the start of their professional careers. Success or failure in solving these situations affect their further professional careers. Moreover, the very shift from the role of the student to the role of the teacher is also challenging. According to previous studies (e.g., Vašutová, 2002; Průcha, 2013, etc.), students at universities are afraid of specific difficulties in entering their future careers. The aim of the research was to find out what professional problem situations beginning teachers deal with at the start of their educational practice and how they reflect on them concerning their previous undergraduate education at the university. We consider graduates of teacher training programs up to 3 years of experience as beginning teachers. We used a qualitative research design and performed semi-structured in-depth interviews with 20 teachers working at the lower secondary schools or lower level of multi-year grammar schools and an analysis of the reflective diaries the teachers kept throughout the research. The data were categorised and subsequently coded by open and axial coding. Data categorisation and evaluation was performed using atlas.ti software. The resulting codes included statements in the following areas: initial interactions with students, maintaining discipline, teaching problems, organisation of teaching, administration, material equipment of the school, cooperation with colleagues. The results show that undergraduate teacher training is significantly focused on students' subject knowledge. Beginning teachers consider field and subject competencies as their strengths. They consider specific didactic and psychological skills as their handicap. Beginning teachers would welcome additional support, particularly in solving problematic situations with pupils, leading negotiations with parents, and motivating and diagnosing pupils.

Název v anglickém jazyce

Professional problems of beginning teachers and conditions of their adaptation

Popis výsledku anglicky

Beginning teachers encounter many new responsibilities and educational situations, especially at the start of their professional careers. Success or failure in solving these situations affect their further professional careers. Moreover, the very shift from the role of the student to the role of the teacher is also challenging. According to previous studies (e.g., Vašutová, 2002; Průcha, 2013, etc.), students at universities are afraid of specific difficulties in entering their future careers. The aim of the research was to find out what professional problem situations beginning teachers deal with at the start of their educational practice and how they reflect on them concerning their previous undergraduate education at the university. We consider graduates of teacher training programs up to 3 years of experience as beginning teachers. We used a qualitative research design and performed semi-structured in-depth interviews with 20 teachers working at the lower secondary schools or lower level of multi-year grammar schools and an analysis of the reflective diaries the teachers kept throughout the research. The data were categorised and subsequently coded by open and axial coding. Data categorisation and evaluation was performed using atlas.ti software. The resulting codes included statements in the following areas: initial interactions with students, maintaining discipline, teaching problems, organisation of teaching, administration, material equipment of the school, cooperation with colleagues. The results show that undergraduate teacher training is significantly focused on students' subject knowledge. Beginning teachers consider field and subject competencies as their strengths. They consider specific didactic and psychological skills as their handicap. Beginning teachers would welcome additional support, particularly in solving problematic situations with pupils, leading negotiations with parents, and motivating and diagnosing pupils.

Druh

D - Stať ve sborníku

CEP obor

—

OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

—

Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2021

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název statě ve sborníku

ICERI2021 Proceedings

ISBN

978-84-09-34549-6

ISSN

—

e-ISSN

2340-1095

Počet stran výsledku

7

Strana od-do

2709-2715

Název nakladatele

IATED

Místo vydání

Seville

Místo konání akce

Seville

Datum konání akce

8. 11. 2021

Typ akce podle státní příslušnosti

WRD - Celosvětová akce

Kód UT WoS článku

—