Initial Training and the Entrance into the Teaching Profession. Structural Temporalities Based on Coerence or Disruption [Formarea initiala si debutul in profesia didactica. Temporalitati structurante construite pe continuitate sau ruptura] | Silvia FAT
Abstract: Presenting the findings from a research study, the article review the common concerns among beginning teachers and the underlying factors of professional identity construction. We also describe new practices and professional roles, difficulties in adaptation of the beginning teachers, their journey toward confidence and competence. A key component of the study was the measures that schools and new teachers themselves can take to become professionals. In response, we see that the beginning teacher’s needs are expressed through socialization, emotional support and mentoring.
Keywords: beginning teacher, professional identity, mentoring, procedural knowledge, academic knowledge
Silvia FAT – Student at „Psichology and Educational Sciences” Faculty, „Bucuresti” University, Phone: 0040 740 180 696, Email Address: silvia.fat@elearning.ro
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