(1399) INDUCTION SEMINARS FOR NEWLY QUALIFIED TEACHERS IN ESTONIA: WHAT NQT-S EXPECT AND APPRECIATE?

摘要

The recruitment and retention of teachers in Estonia have reached crisis point. It is caused by, on the one hand, modest interest in teacher education, and situation, where less than a half of teacher education graduates head to work as a teacher. On the other hand, teachers’ average age is quite high. Therefore, it is important to support Estonian teachers in every possible way. For years, Estonia has been implementing the induction year system in order to support the professional development of newly qualified teachers (NQTs). In addition to the inner school support system, NQTs can participate in induction seminars at the universities. The aim of this study was to analyse the expectations of NQTs to induction seminars and the value of the of the seminars for NQTs. This case study involves one induction year seminar group (N=12) from the one teacher training university from Estonia. The discussions from the first induction seminar meeting were audiotaped and NQTs expectations mapped during group work, recorded. In the last meeting, the feedback about the value of the seminars for teachers was gathered in the same manner. In addition, the participants filled the feedback survey. The data were analysed using qualitative content analysis. The results indicate that novice teachers had the expectation to share their experience and reflect on it, and to have an opportunity to learn from other teachers’ experiences. Participants also had expectations for getting new knowledge, to repeat teacher education studies, assessment, and social interaction. They were keen on new teaching methods and technological opportunities. The value of seminars for newly qualified teachers lies in the opportunity to talk about the issues that are not comfortable, safe, appropriate etc. to speak about with colleagues at the workplace, and in the possibility of linking theory and practice (scientific reasoning to the questions arose, consulting). Also, participants valued the seminars as an evaluation-free and supportive environment, where they could share their personal problems, and conduct deep and systematic self-analysis.