engleski

Perspectives on the induction process - a qualitative study

During the transition from their initial teacher education into working life in schools, the beginning teachers need personal, social and professional help that is usually provided by their mentor. Therefore, the aim of the research was to describe the induction phase combining different perspectives – beginning teachers', beginning mentors' and experienced mentors' perspectives – in order to recognize the needs of the beginning teachers and mentors, as well as the key aspects of the relationship between the mentor and the beginning teacher. Three focus groups consisting of beginning teachers, beginning mentors and experienced mentors were conducted. For the data analysis thematic analysis was used. Several themes emerged as especially important for mentors: the question of the responsibility, the definition of the role of the mentor, the expectations from the beginning teachers, methods for working with the beginning teacher (e.g. classroom observation, reflective questioning). The beginning teachers also emphasized the importance of the clear expectations from the beginning teachers, the quality of the relationship with the mentor and guidance through the induction process. The results of the research can be very informative for planning programs for supporting beginning teachers during the induction phase.

teacher education, induction, mathematics education

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