Initiation into Teaching from the Perspective of Primary School Teachers: Differences Between Newly Qualified and Experienced Teachers
NAERJ Volume 6, Number 2, ISSN 2254-7339 Publisher: University of Alicante
This study consists of an investigation into the experiences of new teachers in primary education in the province of Len, during their initiation into teaching. The objective was to explore how they experience this stage, and to recognize the training needs that exist along with the degree of motivation and satisfaction expressed with the measures designed for integration into teaching. The methodology used is descriptive and interpretive, ex-post-facto oriented towards a search for improvement. Research finding reveals the existence of significant gaps in initial teacher training that bears a negative influence on the subsequent professional development of the teachers involved. In this sense, the training programs designed for teachers who are initiating their career, although valued positively by both novices and experienced teachers; do not overcome their initial shortcomings. Despite the difficulties, however, new teachers show a general feeling of satisfaction with the stage in which they initiate their teaching.initiate their teaching.
Can Rodrguez, R., Cantn Mayo, I., Arias Gago, A. & Baelo lvarez, R. (2017). Initiation into Teaching from the Perspective of Primary School Teachers: Differences Between Newly Qualified and Experienced Teachers. Journal of New Approaches in Educational Research (NAER Journal), 6(2), 103-111. University of Alicante.
© 2017 University of Alicante
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Journal of New Approaches in Educational Research (NAER Journal) Vol. 8, No. 1 (Jan 15, 2019) pp. 42–49
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