Analýza výzkumných poznatků a zahraničních zkušeností jako východisko pro koncipování adaptačního období pro začínají učitele
| Title in English | Analysis of research findings and foreign experience as a basis for designing induction for novice teachers |
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| Authors | |
| Year of publication | 2016 |
| Type | Appeared in Conference without Proceedings |
| MU Faculty or unit | |
| Citation | |
| Description | Beginning teachers require specific attention as the novice phase is a sensitive period in the process of becoming a teacher and as beginning teachers are the actors of change in the teaching profession and the school itself. It follows that attention is paid to beginning teachers also in connection with the development of teaching standards and career advancement systems in many countries, including the Czech Republic. In the Czech Republic, this issue is addressed by the Ministry of Education, Youth and Sports through the development of teachings standards and career advancement system, which follow from the efforts to build up a complex support system for the teaching profession. As a part of the research project GA15-12956S How context matters: professional socialisation of novice teachers, which is carried out by the team at the Faculty of Education, Masaryk University, foreign approaches to induction programmes are explored and the problems and needs of beginning teachers in the Czech Republic are empirically investigated. In the presentation, the aims of the research will be introduced and it will be discussed how its findings could be relevant for the Ministry of Education, Youth and Sports and the process of development of the induction programme for beginning teachers in the Czech Republic. |
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