Abstract
The article gives an overview – in the form of a “review of reviews” –
of existing knowledge in the research on teacher induction programs in primary
and secondary schools. The article is based on seven reviews. The article describes
the various elements that can make up teacher induction programs in primary and
secondary schools, and shows that such programs – with their various content and
contexts – can contribute to the professionalization of teaching. This includes the
development of insight, self-efficacy, and self-esteem. Induction training can counteract
burnout, strengthen teacher resilience and thereby facilitate continuing professional
development and a firm foothold in the job as a teacher.
of existing knowledge in the research on teacher induction programs in primary
and secondary schools. The article is based on seven reviews. The article describes
the various elements that can make up teacher induction programs in primary and
secondary schools, and shows that such programs – with their various content and
contexts – can contribute to the professionalization of teaching. This includes the
development of insight, self-efficacy, and self-esteem. Induction training can counteract
burnout, strengthen teacher resilience and thereby facilitate continuing professional
development and a firm foothold in the job as a teacher.
| Originalsprog | Engelsk |
|---|---|
| Titel | New Teachers in Nordic Countries – Ecologies of Mentoring and Induction |
| Redaktører | Knut-Rune Olsen, Eva M. Bjerkholt, Hannu L. T. Heikkinnen |
| Antal sider | 22 |
| Udgivelsessted | Oslo |
| Forlag | Cappelen Damm Akademisk |
| Publikationsdato | 8 okt. 2020 |
| Sider | 49-70 |
| Artikelnummer | 2 |
| ISBN (Trykt) | 9788202694432 |
| ISBN (Elektronisk) | 9788202665272 |
| DOI | |
| Status | Udgivet - 8 okt. 2020 |
Emneord
- Uddannelse, professioner og erhverv
- foot hold
- mentoring
- school culture
- teacher indiction programme
- teacher retention
- fastholdelse
- mentor
- kompetenceudvikling