edconfprague 2010 jan folkert deinum 01.10.20151 induction for beginning teachers: an analysis of...

EdConfPrague 2010 Jan Folkert Deinum

19.04.23 1

Induction for beginning

teachers: an analysis of

different solutionsJan Folkert [email protected]

19.04.23 EdConfPrague 2010 Jan Folkert Deinum

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Acknowledgement

This project has been funded with support from the European Commission. This presentation reflects the views only of the presenter, and the Commission cannot be held responsible for any use which may be made of the information contained therein.


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What is induction? The first years of a beginning teacher. Definitions

vary from 1-3 year after initial teacher education Beginning teachers are called: Newly Qualified

Teacher (NQT) Definition issue is quite difficult in comparative

analysis; in some initial teacher education there is so much practice that it can be seen as the beginning of the job

Induction activities can be: Mentoring of NQT Reducing task load of NQT (less lessons, easier class) Courses (theory) Etc.


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Aim of the INNOTE project

to share knowledge about effective induction programs

to organize seminars and workshop to develop further knowledge about induction

to build a community network


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Why induction? Drop-out rates among new recruits

25% during first 5 years, in all EU countries (USA: 50%) Teacher shortage ahead

In EU approx. 1/3 of teachers is above 50 years NQT’s face many difficulties in their classes

How to organize a lesson Disruption of lessons, etc.

New challenges for teachers More complexity of problems of students Higher demand for quality in schools, etc.

EU resolution “Improving the Quality of Teacher Education“: encourages the promotion of continuous and coherent professional development of teachers throughout their careers particular attention should be paid to the initial induction of

NQTs


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What we know from literature:

Difficulties of newly qualified teachers throughout countries are similar (regardless the initial teacher education)

Different solutions and induction systems exist in various countries

No specific induction tool is known as the most effective (e.g.: keeps NQT‘s in their job)

Effectiveness research is yet poor, but a collections of induction activities seems to work the best


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Research approach within INNOTE

Qualitative approach, explorative Compare countries via:

Document analysis: how is induction organized at national level Can we say something about the relation between

formal induction, initial teacher education and effects? Questionnaire for NQT’s how they are supported

during their induction time Collecting “good” practices per country

Countries involved: Czech Republic, Netherlands, Scotland (not similar as England), Slovakia, Hungary, Bavaria (not similar to other German regions), Finland

19.04.23 ATEE Winter Conference Prague 2010 Jan Folkert Deinum

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Differences in induction within EU (I)

Official induction vs nonofficial SCO (UK), SK: official BAV (DE): official, but depending on the

definition CZ, FI, HU: not official NL: not official, but supported by

government via grants/projects


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Differences in induction within EU (II)

Temporary degrees after initial teacher education SCO (UK), BAV (DE), SK (adaptive phase)


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Differences in induction within EU (III)

Government pays vs school pays SCO (UK), BAV (DE): government pays

separately for induction FI, NL, CZ, SK, HU: schools pay for

induction activities of new teachers they hire


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Differences in induction within EU (IV)

Universities involved vs only schools CZ, SK, FI, HU: universities not involved

in general SCO (UK): universities involved (obliged) NL: universities involved sometimes (not

obliged) BAV (DE): specialized institutions

involved


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Differences in induction within EU (V)

Effects on school organization NL, SCO (UK): induction more and more

incorporated in professional development schools (target of government)


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Differences in induction within EU (VI)

Directive/Support NL: - / + SCO: + / + BAV: + / - FI: - / - HU: ? / + CZ: + / ? SK: ? / ?


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Some preliminary conclusions The existence of formal induction in some countries does

not seem to be related to the way how teacher education is organized

There seems to be no relation between the length of initial teacher education and the existence of formal induction

There seems to be no relation between the amount of practice during initial teacher education and the existence of formal induction

No formal induction does not mean that there is no induction: in some countries there seems to be done a lot on informal level

There seems to be no relation between the length of initial teacher education + induction and learning results (PISA)

There seems to be no relation between length and importance of induction in a country and the number of drop outs


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Concluding remarks

Further Information:

www.jomite.eu/innote

Next event: Seminar in Regensburg 29.9. – 1.10.2010) (see homepage for detailed information)

Comments, Questions, Criticism


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INNOTE Induction web portal (plan)

provide good practices of induction arrangements and support NQTs

forum for an online community of NQT's and their mentors

online courses and course materials for NQT's and mentors

dissemination purposes


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Annual reports The first report will focus on the current

induction situation in the different countries.

The second report will focus on good practices of induction and an update of the literature analysis.

The third report will focus on induction strategies and policies for schools and universities. This will derived from a second national document analysis and by interviewing stakeholders in each country.


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Seminars INNOTE will organize three international

seminars about Induction, each with a different topic. The seminars are open for non-partners. Tentative dates are:

Seminar 1: What is known about induction and how can it be done. 29 September – 01 October 2010 in Regensburg (DE).

Seminar 2: Good practices in induction. 10-11 October 2011 in Prague (CZ)

Seminar 3: Induction as part of school/university strategy. 24-26 September 2012 in Groningen (NL)


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National workshops In each of the participating countries there

will be 3 workshops organized around induction. These workshops will have a similar appearance in all countries. The workshops are related to the

Workshop 1: How to organize induction? Workshop 2: Good practices Workshop 3: Induction as part of

school/university strategy and professional development strategy


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Courses Within INNOTE we will design courses for

newly qualified teachers and their school mentors. Focus of these courses is on the intercultural dimension of teaching. The courses are also open for none-partners of the project. Tentative dates are:

07-11 February 2011 in Regensburg (DE) for Newly Qualified Teachers

21-15 May 2012 in Bratislava(SK) for Newly Qualified Teachers

12-14 October 2011 in Prague (CZ) for Mentors


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Project partners

University of Groningen, Groningen, The Netherlands (coordinator)

Dr. Nassau College, Assen, The Netherlands Charles University, Prague, Czech Republic Gymnázium Jiřího Gutha-Jarkovského, Prague, Czech

Republic University of Joensuu, Joensuu, Finland Joensuun lyseon peruskoulu, Joensuu, Finland Comenius University, Bratislava, Slovakia School Dr. Milana Hodžu, Bratislava, Slovakia University of Regensburg, Regensburg, Germany St. Mariengymnasium, Regensburg, Germany University of Edinburgh, Edinburgh, United Kingdom Eszterházy Károly College, Eger, Hungary

edconfprague 2010 jan folkert deinum 01.10.20151 induction for beginning teachers: an analysis of...

Documents

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effective induction

quality of teacher education

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teacher shortage aheadin