01 SES 16 A, Ecosystems of Teacher Development Part 2
Symposium continued from 01 SES 14 A, to be continued in 01 SES 17 A
The project has established cooperation with a Danish municipality on developing a context-sensitive teacher induction program aiming at supporting newly qualified teachers. The implementation is taking place at 4 different levels: framing of content and resources at central level, developing mentor competences, describing and implementing strategy at school level, individual mentor - mentee cooperation. Interpreting each of these as organisms in Bronfenbrenner´s hierarchy of systems makes it possible to understand and express their interactions in terms of ecosystems of learning. Our methodological approach is design-based-research and we have identified the DBR four-phase cycle at each level. Our presentation will focus on following research question: What challenges can be identified along with developing and implementing teacher induction program in a Danish municipality? It is our aim in a perspective of ecosystems of learning to unfold challenges in making the different systems playing together in a sustainable way i.e. contributing now and in future to newly qualified teachers’ foothold and professional development. In Denmark, it is expected that NQTs from day one are able to carry out skilled teaching - being a professional teachers. In contrary to many other European countries, Denmark has no national policy concerning induction programs for NQTs. In a recent Danish survey, it appears that a quarter of the NQTs doubt whether they have a future in public school. The NQTs do not feel sufficiently supported by colleagues and school management and call for support from experienced teachers for implementing and developing their teaching. It is left to local levels - i.e. municipalities and schools (and teacher-educations) - to take responsibility for fulfilling the defined measures. Central authorities have put in place means to monitor and evaluate. Consequently, the support for newly qualified teachers is very arbitrary and appears different from municipality to municipality and even from school to school. As municipalities quite rare choose to form policies on teacher induction for its schools, it is left to the local principals to decide about teacher induction giving large variation in quality. Almost half of the NQTs experience lack of structure and framing regarding their induction. Correspondingly, a similar proportion reported that school management “not at all” or “to a less extent” took steps to establish mentoring and guiding during their first year.
Akker, J.V.D., Gravenmaijer K., McKenney S. & Nieveen N. (2006) (eds.), Educational Design Research, Londeon & Newyork: Routledge. Bronfenbrenner, U. (1979) The ecology of human development. Harward University Press. Bronfenbrenner, U. (1994) Ecological Models of Human Development. In International Encyclopedia of Education, ol. 3,2nd. Ed. Oxford. Elsvier: Rerpinted in: Gauvain, M. & Cole, M. (Eds.), Readings on the development of children, 2nd. Ed. (1993, pp. 37-43). NY: Freeman Frederiksen, L.L., Krøjgaard, F. & Paaske, K.A. (2017) Lærerstart og fodfæste i et livslangt karriereforløb https://www.ucviden.dk/portal/files/44628052/L_rerstart_og_fodf_ste_m._bilag_1_6.pdf Svensson, L.G. & Karlsson (2008). Profejoner, kontroll og anssvar. I Molander & Terum (red.) Profesjonsstudier. Oslo: Universitetsforlaget. Pedersen, D.(red.) (2005) Offentlig ledelse i managementstaten. Samfundslitteratur Cobb P. et al(2003)Design Experiments in Educational Research. In: Educational Researcher, Vol. 32 No 1 pp 1-13
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
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