10 SES 07 D, The Role of Pre-service and Beginning Teachers in Diverse Contexts
In the important phase of career entry, teachers are challenged by new requirements, caused by experiencing the new role as a fully responsible teacher (Veenman, 1984; Berliner ,2001; Tynjälä & Heikkinen, 2011; Ingersoll, 2012). During pre-service education student teachers explore and train their teaching abilities and build up competences, with which they enter their career as a teacher. But the dynamic of the requirements of an entire school day is more complex than they could expect, based on their experience in pre-service education (Keller-Schneider & Hericks, 2014).
Beginning teachers are challenged to cope with the requirements of their first years of teaching. According to the empirical studies of Hericks (2006) and Keller-Schneider (2010) requirements of career entry phase can be described in four main tasks: (1) Role-taking, (2) Teaching relted to the students’ individual needs, (3) classroom management to build up a learning atmosphere, (4) becoming a staff member and cooperate with other professionals. Beginning teachers are challenged to deal with these four main tasks in their new position as a fully responsible teacher.
Based on the transactional model of stress and coping (Lazarus & Folkman, 1984), individual’s appraisal of job demands is crucial. Based on primary and secondary appraisals of the relevance of the demand and the sense of competence to deal with them, beginning teachers are challenged to cope with these requirements. Individual preferences and factors of the context shape the perception of the requirements. In the present study the perception of requirements of beginning teachers from two countries and two school types will be investigated.
The following questions will be examined:
1) How do beginning teachers perceive these requirements with regard on its relevance, the sense of competence and the challenge, to master them? Which differences between teachers of the different countries and different school types can be identified?
2) How are the relations between the relevance, the sense of competence and the challenge, to master these requirements? Which task specific characteristics interplay can be identified? How does school-type or country matters?
Berliner, D.C. (2001). Learning about and Learning from Expert Teachers. International Journal of Education Research, 34, p. 463 - 482. Hericks, U. (2006). Professionalisierung als Entwicklungsaufgabe. Wiesbaden: VS Verlag für Sozialwissenschaften. Ingersoll, R. (2012). Beginning teacher induction: What the data tell us. Phi Delta Kappan, 93, 47-51. Keller-Schneider, M. (2010). Entwicklungsaufgaben im Berufseinstieg von Lehrpersonen. Beanspruchung durch berufliche Herausforderungen im Zusammenhang mit Kontext- und Persönlichkeitsmerkmalen. Münster: Waxmann. Keller-Schneider, M. & Hericks, U. (2014). Forschungen zum Berufseinstieg. Übergang von der Ausbildung in den Beruf. In: E. Terhart, H. Bennewitz & M. Rothland. Handbuch der Forschung zum Lehrerberuf, S. 386-407. Münster: Waxmann. Tynjälä, P., & Heikkinen, H. L. (2011). Beginning teachers’ transition from pre--service education to working life. Zeitschrift für Erziehungswissenschaft, 14 (1), 11--33. Veenman, S. (1984). Perceived Problems of Beginning Teachers. Review of Educational Research. Jg. 54, 1984 H2, S. 143-178.
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