Teachers' Changing Work and Support Needs from the Perspectives of School Leaders and Newly Qualified Teachers in the Finnish Context

Autor/inn/en	Harju, Vilhelmiina; Niemi, Hannele
Titel	Teachers' Changing Work and Support Needs from the Perspectives of School Leaders and Newly Qualified Teachers in the Finnish Context
Quelle	In: European Journal of Teacher Education, 41 (2018) 5, S.670-687 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Harju, Vilhelmiina) ORCID (Niemi, Hannele)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0261-9768
DOI	10.1080/02619768.2018.1529754
Schlagwörter	Foreign Countries; Social Change; Educational Change; Teacher Competencies; Teacher Attitudes; Beginning Teachers; Administrator Attitudes; Partnerships in Education; Teacher Leadership; Elementary Secondary Education; Finland + Suchen Sie Ihr Suchwort? Ausland; Sozialer Wandel; Bildungsreform; Lehrkunst; Lehrerverhalten; Junior teacher; Junglehrer; Hochschulpartnerschaft; Lehrerfunktionsstelle; Finnland
Abstract	Teachers operate amidst continuous societal changes that transform schools. In response, teachers must acquire wide-ranging professional competences to work in complex school situations while cooperating with numerous partners both within and outside the school. This study examines how teacher growth and the new demands of the teaching profession appear from the perspectives of school leaders and newly qualified teachers. The aim is to investigate in which professional competences new teachers require support at the beginning of their careers. After presenting various theoretical reflections, we analyse the empirical data of Finnish school leaders (N = 104) and new teachers (N = 145) using quantitative and qualitative methods. The results indicate that new teachers require support, for example, in order to provide holistic support for students' learning and in working with partners, both within and outside the school community. The results provide important knowledge for the induction phase of teachers' careers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01