Newly Qualified Teachers' Support Needs in Developing Professional Competences: The Principal's Viewpoint

Autor/inn/en	Harju, Vilhelmiina; Niemi, Hannele
Titel	Newly Qualified Teachers' Support Needs in Developing Professional Competences: The Principal's Viewpoint
Quelle	In: Teacher Development, 24 (2020) 1, S.52-70 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Harju, Vilhelmiina) ORCID (Niemi, Hannele)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1366-4530
DOI	10.1080/13664530.2019.1685588
Schlagwörter	Foreign Countries; Beginning Teachers; Teacher Competencies; Faculty Development; Parent Teacher Cooperation; Teacher Collaboration; Teacher Student Relationship; Lifelong Learning; Classroom Techniques; Noninstructional Responsibility; Collegiality; Conflict Resolution; Grading; Individualized Instruction; Curriculum Development; Principals; Administrator Attitudes; Finland + Suchen Sie Ihr Suchwort? Ausland; Junior teacher; Junglehrer; Lehrkunst; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Lehrerkooperation; Teacher student relationships; Lehrer-Schüler-Beziehung; Life-long learning; Lebenslanges Lernen; Klassenführung; Kollegialität; Conflict solving; Konfliktlösung; Konfliktregelung; Notengebung; Schulnote; Individualisierender Unterricht; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Principal; Schulleiter; Finnland
Abstract	This study investigates principals' viewpoints on the support needs of newly qualified teachers. As pedagogic leaders, principals play a central role in organizing support activities for new teachers at local level and can offer insights into new teachers' situation and support needs. On that basis, the authors investigated how Finnish principals (N = 104) prioritized and described the support needs of newly qualified teachers. Data were collected by means of a questionnaire that included both closed and open-ended questions. Quantitative data were analyzed using descriptive statistics and principal component analysis, and responses to open-ended question were analyzed using deductive content analysis. The study revealed that new teachers need particular support in working outside the classroom, cooperating with parents and colleagues and enhancing holistic support for students. The results contribute to knowledge of salient issues in planning and organizing school-based support for new teachers, as well as in initial teacher education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01