Teacher Professional Socialisation: Objective Determinants

Píšová, Michaela

doi:10.14712/23363177.2015.21

Cited by 9 publications

(5 citation statements)

References 22 publications

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“…The importance of support as a coping mechanism is highlighted by Garza et al (2019), and it appears that novices without a mentor appear to struggle more than those with a mentor assigned to them. This is in line with Píšová (2013), who states that mentoring can be contextualised as professional socialisation and that a mentor can either nurture or eradicate the teaching philosophy which the pre-service teacher envisions. We therefore agree that nurturing and pruning should be promoted to assist in creation of the future teacher.…”

Section: Importance Of the Teaching Practicum And Mentoring Rolessupporting

confidence: 82%

In the search for the ideal mentor by applying the ‘Mentoring for effective teaching practice instrument’

Virtič

Plessis

Šorgo

2021

European Journal of Teacher Education

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The study aims to explore and analyse the perceived experiences of Slovenian pre-service teachers with their mentors during their teaching practicum, by using the 'Mentoring for effective teaching practice instrument (METPI)'. Conclusions were based on 105 responses using paper and pencil, collected from Slovenian preservice teachers in their 4 th year of study. The initial set of 62 items was shortened to 36 items for inclusion in the models. From two concurrent SEM models, it was concluded that students found their experiences related to Hudson's five-factor model, consisting of personal attributes of their mentor, modelling, pedagogical knowledge, system requirements and feedback, to be satisfactory, while their experience pertaining to Information and Communication Technology as a new, additional factor with reference to their mentor, was unsatisfactory. Several recommendations are made related to the dimensions, especially pertaining to Information and Communication Technology (ICT) tools.

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Section: Importance Of the Teaching Practicum And Mentoring Rolessupporting

confidence: 82%

In the search for the ideal mentor by applying the ‘Mentoring for effective teaching practice instrument’

Virtič

Plessis

Šorgo

2021

European Journal of Teacher Education

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“…As a detailed discussion of the factors within the three levels and relevant reviews of literature were published elsewhere (Hanušová et al, 2017;Píšová, 2013), here we only briefly introduce the main findings that helped us operationalise the framework for research purposes.…”

Section: Determinants In Novice Teacher Socialisation Processesmentioning

confidence: 99%

Novice Teachers of English as a Foreign Language in the Czech Republic and their Drop-Out Intentions

Hanušová

Píšová

Kohoutek

2019

Journal of Language and Cultural Education

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Problems with staffing play a crucial role among factors influencing the quality of English language teaching at Czech primary and lower secondary schools. Since 1990 the shortage of teachers of English as a foreign language has been repeatedly reported by the Czech School Inspectorate. The shortage is largely caused by the reluctance of English language teacher education study programme graduates to accept teaching positions at primary and lower secondary schools. A drop-out syndrome in the early stages of the teachers’ career is another factor that may contribute to the lack of teachers of English. Unfortunately, it has not been researched in the Czech Republic and it has not been systematically monitored by the state. In the research study focusing on novice teacher drop-out, conducted in 2015–2017, we deal with the process of socialisation of novice teachers in schools and with external factors that influence the socialisation and that can be seen as predictors of novice teachers’ decision to stay in their current school or leave either the school or the teaching profession. The current paper presents partial findings related to drop-out intentions of novice teachers of English as a foreign language in comparison with teachers of other subjects. Our findings indicate that drop-out intentions are more frequent in teachers of English as a foreign language than for other teachers and that teachers of English evaluate their cooperation with colleagues and leadership at their schools more critically than other teachers.

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“…First years of a teaching can influence the length of career, effectiveness of work and job satisfaction. During initial phase of in-service experience, teachers form their professional identity (Píšová, 2013) therefore it is so important that teachers integrate in school successfully. Previous studies indicate a great number of beginning teachers who leave teaching shortly after the first years of in-service experience (e.g.…”

Section: Introductionmentioning

confidence: 99%

The Role of Mentoring in Professional Socialization of Novice Teachers

Paula

Grīnfelde

2018

PEC

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Entering teaching profession is considered as the most determining stage in a teacher’s professional life. The aim of this research is to explore opinions of novice teachers in Latvia about the role of mentoring in their professional socialization. The following research questions were defined: (1) what difficulties novice teachers faced during their in-service experience? (2) what support novice teachers needed when they started teaching? (3) what the role of mentoring in teachers’ professional socialization is? Qualitative research design was developed for the research. Empirical data were obtained during the focus group discussion with ten teachers representing Council of young teachers (in age below 35) of the Latvian Trade Union of Education and Science Employees, nine semi-structured interviews with novice teachers, and interview with a mentor. Novice teachers face teaching reality which often differs from perceptions about the profession developed during the studies at university. The research shows that teachers from the sample faced following challenges during their first years of in-service: establishing teacher’s authority and self-positioning as a teacher, time management, problems with discipline in a classroom, lack of skills to develop curriculum and lesson plans, difficulties in communication with parents. During socialization novice teachers learned their responsibilities and acquired specific knowledge; appropriate support such as mentoring reduced level of stress and uncertainty while novice teachers adapted to school during the period of transition from pre-service period to in-service period. In relation to mentoring, novice teachers expected that a mentor would introduce them to school traditions and internal rules and would advise on discipline in a classroom as well as would help to develop curriculum. Policy makers should focus on teachers’ support guidelines at national level, which would allow schools to ensure the most appropriate environment for novice teachers so that they would like to continue their careers in teaching profession. Key words: mentoring, novice teachers, professional socialization, teacher retention, teaching profession.

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Teacher Professional Socialisation: Objective Determinants

Cited by 9 publications

References 22 publications

In the search for the ideal mentor by applying the ‘Mentoring for effective teaching practice instrument’

In the search for the ideal mentor by applying the ‘Mentoring for effective teaching practice instrument’

Novice Teachers of English as a Foreign Language in the Czech Republic and their Drop-Out Intentions

The Role of Mentoring in Professional Socialization of Novice Teachers

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