You are here:

Induction and professional development of teachers. Pilot experience of Newly Qualified Teachers 2014/2015
ARTICLE

, , , ,

Journal of e-Learning and Knowledge Society Volume 12, Number 3, ISSN 1826-6223 e-ISSN 1826-6223 Publisher: Italian e-Learning Association

Abstract

The initial training programmes for teacher induction to school activity, need to be integrated within a recursive, self-sustaining circularity, able to produce professional skills. The present work defines an innovative theoretical framework underpinning the experience of Newly Qualified Teachers (NQT) in the 2014/2015 academic year, based on a pattern which envisages an alternation of theory-practice. Such a pattern finds in the teacher's portfolio, structured into training curriculum, teaching and competence assessment, a time of tight integration of the perspectives that guide the teacher’s work, maximizing moments of action, reflection and appraisal. The evaluation of the way in which, either a personal perspective, responsive to one’s understanding of teaching and of designing a teaching method, or a social perspective, reified in competence profiles defined at the international level and summarized by National Guidelines, have been perceived to be a continuum and functional to the teacher development, is presented here through the analysis of qualitative and quantitative results obtained during the pilot experience.

Citation

Mangione, G., Pettenati, M., Rosa, A., Magnoler, P. & Rossi, P. (2016). Induction and professional development of teachers. Pilot experience of Newly Qualified Teachers 2014/2015. Journal of e-Learning and Knowledge Society, 12(3),. Italian e-Learning Association. Retrieved December 7, 2022 from .

Keywords

References

View References & Citations Map

These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.

Suggest Corrections to References