scholarly journals Når skolens behov blir viktigere enn formell kompetanse: Hvordan veilede nyutdannede lærere til å undervise i skolefag de ikke har?

2016 ◽  
Vol 10 (2) ◽  
pp. 290-310 ◽  
Author(s):  
Merete Føinum
Keyword(s):  
Work Conditions ◽  
Professional Support ◽  
First Year ◽  
Qualified Teachers ◽  
School Subjects ◽  
Teaching Competence ◽  
Teachers Professional Development ◽  
Mentoring Support ◽  
Newly Qualified Teachers

Studien undersøker veiledning av nyutdannede lærere ved en norsk ungdomsskole. Artikkelen problematiserer de ekstra krevende arbeidsbetingelsene som disse nye lærerne møtte i sitt første år, da de ble satt til å undervise i skolefag de ikke hadde studert. Forskningsspørsmålet er: Hvordan fremstiller nyutdannede ungdomsskolelærere sine opplevelser med å undervise i skolefag de ikke selv er formelt kvalifisert i, og på hvilke måter kan veiledning bidra med støtte? Artikkelen presenterer utdrag fra veiledningssamtaler som eksemplifiserer to nye læreres fremstilling av eget arbeid med elevvurdering når de mangler formell kvalifikasjon i faget. De nyutdannedes perspektiv, og mentorens, fremheves som et samspill gjennom inter­aksjonsanalyse. Artikkelens teoretiske bidrag er analysebegrepene – «psykologisk-emosjonell mentorstøtte» og «faglig-profesjonell mentorstøtte» – som brukes for å identifisere ulike varianter av mentorstøtte i veiledningssamtaler. Innenfor hovedtypen «faglig-profesjonell mentorstøtte» utdypes distinksjonen videre når det skilles analytisk mellom mentor-bidrag som vektlegger spisset drøfting av skolefag (faglig) og mentor-innspill av pedagogisk eller mer generell didaktisk karakter (profesjonell). Dermed bidrar studien til å vise hvordan ulike kvaliteter i faglig-profesjonell lærerveiledning kan gjenkjennes i praksis. Funnene viser hvor avgjørende det er at mentor har kompetanse i det skolefaget det skal veiledes i, såfremt skoler ønsker å tilby nyutdannede lærere spisset veiledning i skolefag. Funnene har implikasjoner for skolelederes/-eieres tilrettelegging av arbeidsforhold og organiseringen av veilednings­støtte for nyutdannede lærere.Nøkkelord: nyutdannede (førsteårs)lærere, mentor(ing), veiledning, undervisningskompe­tanse, skolefag, ungdomsskolen, lærerutdanningAbstract Research on teachers’ professional development establishes the first year of teaching as a vulnerable phase for many newly qualified teachers (NQTs). While existing studies shed light on various challenges of NQTs, few studies pay attention to the strains created when NQTs are put in positions of teaching subjects they are not formally qualified for. This study problematizes implications of such work conditions, asking: How do NQTs bring up and discuss issues of teaching school subjects without formal qualifications, and how can mentors support them? Mentoring of NQTs at a lower secondary school in Norway was observed. The NQTs’ perspectives on this matter are displayed by presenting conversation excerpts from mentoring situations. The study demonstrates that while NQTs need both subject specific professional support and psychological-emotional support, the quality of the professional support depends on the mentors’ subject qualifications. Knowledge from the study bears implications for choices relating to the work conditions of NQTs and mentor-mentee matching when school leaders and administrators facilitate mentoring support for NQTs.Keywords: newly qualified teachers (NQTs), mentoring quality, teaching competence, school subjects, teacher education

scholarly journals Assessing the Teachers’ Competence in Diocesan Catholic Schools Relative to the Philippine Professional Standards for Teachers

2021 ◽  
Vol 4 (2) ◽  
pp. 71-79
Author(s):  
Chona D. Jorilla ◽  
Joel M. Bual
Keyword(s):  
Professional Development ◽  
Personal Growth ◽  
Catholic Schools ◽  
Teaching Quality ◽  
Professional Standards ◽  
Professional Status ◽  
Qualified Teachers ◽  
Correlational Design ◽  
Teaching Competence

Competent teachers are essential in successful Catholic education. However, Catholic schools are confronted with the exodus of qualified teachers, which compromises the quality of instruction. Through a descriptive-correlational design, this paper assessed the teaching competence of Antique diocesan schools relative to Philippine Professional Standards for Teachers (PPST). Likewise, it investigated the relationship between the teachers’ demographics and their competence. Utilizing a standardized PPST questionnaire, 102 administrators and teachers responded using the scale: 1-beginning, 2-proficient, 3-highly proficient, and 4-distinguished. In analyzing the data, Mean, Standard Deviation, and Pearson r were administered. Generally, the teaching competence is highly proficient with personal growth and professional development as the highest and diversity of learners as the lowest. The result showed a correlation of competence with age and employment status while sex and professional status do not. In ensuring the teaching quality, the retention of qualified teachers and continuous professional development are necessary.

scholarly journals An Exploration of an Induction Programme for Newly Qualified Teachers in a Post Primary Irish School

2020 ◽  
Vol 7 (1) ◽  
pp. 19-25
Author(s):  
Michael Nally ◽  
Brian Ladden
Keyword(s):  
Teacher Education ◽  
Teacher Induction ◽  
Primary Schools ◽  
Initial Teacher Education ◽  
First Year ◽  
Peer Observation ◽  
Qualified Teachers ◽  
Whole School ◽  
The Individual ◽  
Newly Qualified Teachers

AbstractThe Irish Teaching Council introduced a new model of school-based and National Induction Programme for Teachers (NIPT) called Droichead (meaning ‘bridge’ in Gaelic) in 2013/14. The Droichead process is an integrated professional induction framework for newly qualified teachers. It was designed to provide whole-school support for teacher induction in both primary and post-primary schools. This study explores the implementation of Droichead in a post-primary school, and to gain insights as to its effectiveness and the potential to bring about improvements.The study found that NQTs are un-prepared to assume full teaching duties after initial teacher education (ITE), and can benefit greatly from having mentors from within the school to guide them through their first year of teaching. The benefits of the process include emotional support for NQTs, practical help in terms of learning new teaching strategies, the promotion of reflective practice and assisting the professional development of teachers. Droichead was found to promote peer observation and can help leaders change the culture of an organisation to better embrace and support peer observation and review. The programme also promoted and developed leadership skills among the mentors, who cited a renewed enthusiasm for teaching from their involvement in Droichead. There were conflicting views on the involvement of the senior leadership team in the programme, and it would seem that the success of their inclusion depends largely on the individual style of leadership. The negative aspects of the Droichead process related to the ‘Cluster meetings’which are compulsory for NQTs and were seen as being too similar to their initial teacher education.

scholarly journals Research Professors’ Self-assessment of Competencies

2021 ◽  
Author(s):  
Gabriela Torres ◽  
Neil Hernández-Gress
Keyword(s):  
Assessment Model ◽  
First Year ◽  
Self Assessment ◽  
Teaching Competence ◽  
Digital Competency ◽  
Second Year ◽  
Four Levels ◽  
Basic Level ◽  
Assessment Of Competencies

Research professors develop scientific products that impact and benefit society, but their competencies in doing so are rarely evaluated. Therefore, employing a mixed two-stage sequential design, this study developed a self-assessment model of research professors’ competencies with four domains, seven competencies, and 30 competency elements. Next, we conducted descriptive statistical analysis of those elements. In the first year, 320 respondents rated themselves on four levels: initial, basic, autonomous, and consolidated. In the assessment model’s second year, we compared 30 respondents’ results with those of their initial self-assessment. The main developmental challenge was Originality and Innovation, which remained at the initial level. Both Training of Researchers and Transformation of Society were at the basic level, and Digital Competency was at the autonomous level. Both Teaching Competence and Ethics and Citizenship attained the consolidated level. This information helps establish priorities for accelerating researchers’ training and the quality of their research.

scholarly journals Research Professors’ Self-Assessment of Competencies

2021 ◽  
Vol 13 (2) ◽  
pp. 41
Author(s):  
Gabriela Torres Delgado ◽  
Neil Hernández-Gress
Keyword(s):  
Assessment Model ◽  
First Year ◽  
Self Assessment ◽  
Teaching Competence ◽  
Digital Competency ◽  
Second Year ◽  
Four Levels ◽  
Basic Level ◽  
Assessment Of Competencies

Research professors develop scientific products that impact and benefit society, but their competencies in doing so are rarely evaluated. Therefore, by employing a mixed two-stage sequential design, this study developed a self-assessment model of research professors’ competencies with four domains, seven competencies, and 30 competency elements. Next, we conducted descriptive statistical analysis of those elements. In the first year, 320 respondents rated themselves on four levels: initial, basic, autonomous, and consolidated. In the assessment model’s second year, we compared 30 respondents’ results with those of their initial self-assessment. The main developmental challenge was Originality and Innovation, which remained at the initial level. Both Training of Researchers and Transformation of Society were at the basic level, and Digital Competency was at the autonomous level. Both Teaching Competence and Ethics and Citizenship attained the consolidated level. This information helps establish priorities for accelerating researchers’ training and the quality of their research.

scholarly journals The Lack of Induction Programs in Denmark

2020 ◽  
pp. 71-85
Author(s):  
Lisbeth Lunde Frederiksen ◽  
Åse Bonde
Keyword(s):  
Working Hours ◽  
Nationwide Survey ◽  
Teaching Profession ◽  
Survey Study ◽  
The Political ◽  
First Year ◽  
Induction Programs ◽  
Qualified Teachers ◽  
Research Questions ◽  
Newly Qualified Teachers

The purpose of the article is to present the development of induction support for newly qualified teachers in Denmark over the last 10 years. The article underlines that there currently might be incipient shifts in the political ecosystem of education by referring to a teacher commission that was appointed to provide recommendations for rules for new working hours for teachers in Denmark and to the latest recommendations from a commission whose task was to evaluate the Danish Teacher Training Program. Both commissions call attention to newly qualified teachers and to bridging the gap from teacher education to the teaching profession. The article briefly explains the situation today by referring to a nationwide survey study of how schools receive newly qualified teachers. The study was carried out by the Counseling and Mentoring Research Program at VIA University College. One of the research questions was “How and to what extent are newly qualified teachers in Denmark supported during the first year of their professional work?” The study concludes that support of newly qualified teachers is very arbitrary and unsustainable.

Sign in / Sign up

Export Citation Format

Share Document