Induction systems of physical education teachers in Europe

Hunuk D., AVŞAR Z., Kupr J., Gobbi E.

Journal of Physical Education (Maringa), vol.30, no.1, 2019 (Scopus) identifier


© 2019 Universidade Estadual de Maringa. All rights reserved.The purpose of this research was to explore the similarities and differences of existing induction systems for physical education (PE) teachers in Europe. Physical education teacher education (PETE) experts from 25 European countries shared their PETE curricula and best practices in their induction systems. Data was collected through a semi-structured template that informed the experts' presentation of the induction procedures and experiences in their respective countries. All presentations and information were thematically analyzed. Results stated that in the majority of countries in this project, there is no coherent or systematic structured induction programs for novice PE teachers. Some countries have developed induction system, however in most cases, by some reasons, those systems are relatively unsystematic and not fully embedded in their education system. Clearly, there is a need for a systematic and function model of induction for novices PE teachers in many countries. The present research on induction can help teacher education program developers to design educative, costeffective opportunities for novice PE teachers by context adapting existing successful programs.