Generating teacher development models from context-specific predicaments of new teachers in induction period


5th World Conference on Educational Sciences (WCES), Rome, Italy, 5 - 08 February 2013, vol.116, pp.206-211 identifier

  • Publication Type: Conference Paper / Full Text
  • Volume: 116
  • Doi Number: 10.1016/j.sbspro.2014.01.195
  • City: Rome
  • Country: Italy
  • Page Numbers: pp.206-211


This paper presents conceptual review of literature about early experiences of teachers passing through different pathways and comprehensive model taking its root from common distresses induction period. What emerged in the review is clustered around three themes: (a) work-related problems including workload, instructional challenges, and classroom management; (b) problems related to new teacher psychology like social status and identity challenges, isolation and loneliness, and need for professional support; and (c) problems related to school context and teaching society pertaining to the relationships with students, parents, colleagues, supervisors, and administrative staff. In this regard, an inquiry-oriented teacher education program, which asserts a hand-in-hand engagement of training faculties and school settings in all procedures, can be adopted and implemented. A well-designed training put forwards an inclusive model covering both pre-service and in-service as well as novice years. (C) 2013 The Authors. Published by Elsevier Ltd.