Newly qualified teachers' needs of support for professional competences in four European countries: Finland, the United Kingdom, Portugal, and Belgium.

Autor/inn/en	Harju, Vilhelmiina; Niemi, Hannele
Titel	Newly qualified teachers' needs of support for professional competences in four European countries: Finland, the United Kingdom, Portugal, and Belgium. Paralleltitel: Potrebe na novo usposobljenih uciteljev za podporo pri strokovnih kompetencah v stirih evropskih drzavah - na Finskem, v Veliki Britaniji, na Portugalskem in v Belgiji.
Quelle	In: CEPS journal, 6 (2016) 3, S. 77-100Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	2232-2647
URN	urn:nbn:de:0111-pedocs-125285
Schlagwörter	Empirische Untersuchung; Fragebogenerhebung; Lehrerausbildung; Junglehrer; Fachkompetenz; Berufliche Kompetenz; Qualifizierung; Berufsfeld; Bedarfsermittlung; Kompetenzentwicklung; Komplexität; Berufsanfänger; Belgien; Finnland; Großbritannien; Portugal
Abstract	The first few years in the teaching profession are usually demanding. Although initial teacher education forms an essential foundation for teachers' work, it cannot fully prepare new teachers for the complexities of working life. This study focuses on investigating the need for professional development support among newly qualified teachers to determine what their professional learning needs are and how these needs differ among teachers from four different countries: Finland, the United Kingdom (England), Portugal and Belgium (Flanders). The research data was collected via a questionnaire from 314 teachers, each with less than five years of teaching experience, and both closed and open-ended questions were included. The quantitative data was analysed using descriptive statistics and factor analysis to identify the latent variables associated with their needs. Answers to the open-ended questions were used to gain deeper insight into the newly qualified teachers' situation. The results indicate that new teachers need support, especially regarding conflict situations and in differentiating their teaching. In addition, when analysing the profiles of eight support-need latent variables, all of the teachers in the different countries viewed supporting students' holistic development as the most important area. Although the results of this study cannot be generalised, they provide an important overview of new teachers' learning needs that should be taken into account when planning and organising support for them. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2017/1