General description on research questions, objectives and theoretical framework
On one hand, we know that a high quality in teacher competences are essential for students’ ability to achieve a high learning outcome (Nordenbo et al, 2008).
On the other hand, we also know that there are considerable challenges for the newly qualified teacher (NQT), who often work in a classroom isolated from colleagues, and left alone with both successes and failures (Ingersoll and Strong, 2011; Johnsen and Birkeland, 2003). This could affect the NQT’s possibilities in developing high quality teaching the first years in the profession, which consequently may affect students’ learning process. Statistics show that 17% of NQT leaves the teaching profession within the first year of teaching (Jonassen, A, 2016).
In Denmark, the BA in Teacher Education is a 4-year (240 ECTS) competence based program. The program comprises the teacher’s foundational competences, teaching subjects, teaching practice and a bachelor project. Traditionally, there is an understanding that NQT should be able to teach skillfully from day one in the profession. Therefore, there has not been a national focus on establishing an induction program to support new teachers. In an international perspective, this is interesting because it is different from other European countries. The support in Denmark has been arbitrary in different municipalities or individual schools (Bjerkholt and Hedegaard, 2010). However, even though the Teacher Education is competence based, we believe that some skills can only be developed in practice (Grimen and Molander, 2008), and therefore we suggest that a Danish induction program could both qualify NQT teaching and support their intentions of staying in the profession.
At VIA University College, the research program “Mentoring and Counselling” is trying to design and implement an induction program for NQT in Danish schools. The project is called: “Newly qualified teachers and their foothold”. Our aim is to design an induction program that optimizes the new teachers’ start of their careers by emphasize continued professional development.
From international and national research, we know that induction programs has the best chance of success if the programs are context-sensitive (Wang et al, 2008) and therefore we have developed a list of principles that can be applied in putting together a local induction program. These principles include mentoring, cooperation with colleagues, network groups, observation, management support, and more.
It is important that the mentor is educated in counselling, and understands that professional development for the NQT rests upon educative mentoring with a bifocal perspective (Bradbury, 2010; Ginkel et al, 2016)
The project cooperates with a municipality in Denmark on developing an induction program at the local schools. In Denmark, there are national policy regarding the overall aim and subject objectives for the Danish public school, but the municipalities has the responsibility to govern the schools so they fulfill the aims and objectives.
Together with the municipality, the research project has agreed that all schools must find a mentor and this mentor must attend a 2-day mentor course; also, describe a plan for the school’s induction program; time resources for both mentor and NQT for counselling, and network meetings for NQT. Furthermore, the schools can supplement this with other elements from the above-mentioned list of principles.