Serbian Beginning Teachers’ Views on Induction as Their Professional Development Stage

Vera Rajović, Lidija Radulović,

Teacher Education Center, Faculty of Philosophy, University of Belgrade

Context

Importance of induction stage of teacher professional development - support teachers in their transition from their initial teacher education into working life in schools

Mentorship system and teacher licensing procedure in Serbia - changes in progress

Autors’ involvement Theoretical orientation

teachers: autonomous reflexive professionals and researchers education: active selfdirective process

What Was (Is) Teacher Induction Like in Serbia Up to Now?

Induction period

Teacher license exam

CURRENT SYSTEM(1): INDUCTION

per regulations:Aim: to train a newly employed graduate for independent

educational work and pass licensing examinationMentor: assistance in preparation and realization of

educational work, observe lessons, analyze teacher practice and progress, help for the examination

Cheking teacher competences at school internal examBUT:- No induction program developed - Gap between regulations and practice

CURRENT SYSTEM(2): STATE EXAMINATION

Teacher license exam at the Ministry of Education - components:

1. two oral exams - in psychology and pedagogy 2. a lesson plan as a written part of examination 3. Realization of this lesson plan in an unknown milieu 4. Oral examination in order to check his knowledge and skills in

teaching methodology5. ”Educational situations” - oral examination6. Oral examination aimed to evaluate her/his familiarity with

legislation

About Survey / Aim

Analyze Teachers’ opinions : about their experiences with licensing system about some aspects of new by-law that is about

to be adopted.

About Survey: sample

School Frequency Percent

elementary

(higher grades)

48 34.3

vocational 90 64.3

About Survey: sample

Subject Frequency Percent

Foreign Languages 35 25,0

Serbian Language 10 7,1

Health-Care instructors 47 33,6

Bio-Chemical Group of Subjects 13 9,3

Physics & Mathematics 8 5,7

Electronics & Technical Education 10 7,1

Other (Arts, Economy, Practicum and Driving Instructors)

9 6,4

How Do Teachers Describe Their Experience: difficulties

Difficulty Frequency Percent

License Exam Fear 102 72.9

Lack of Self-Confidence 19 13.6

Working With Students 17 12.1

School Climate/Cooperation with Colleagues

13 9.3

Relationship with Mentor 4 2.9

HOW DO TEACHERS DESCRIBE THEIR EXPERIENCE: SUPPORT

Source of support Frequency Percent

Colleagues from School 89 63.57

Mentor 62 44.29

School has a System 26 18.57

Out of School Informal Support 15 10.71

Something Else 5 3.57

No Support 9 6.43

TEACHERS’ OPINION ON LICENSE PRE-REQUIREMENTS

Components of licensing procedure

Frequency Percent

Referent Initial Education, Induction

Period and Examination for License

66 47.5

Referent Initial Education & induction 59 42.4

Referent Initial Education only 10 7.2

Something Else 4 2.9

HOW TEACHER PERCEIVE THEIR INDUCTION?

Not perceived as a stage of professional development Licensing exam takes central position in teachers’ preparation as a final goal with no

connection with their teaching experience; The exam anxiety as a result of the aforementioned – i.e. lack of ongoing support to

learning teaching – leads to changes proposals by teachers that are still focused on exam structure rather then on induction as a whole.

Mentor’s relative invisibility - comparatively week perception of mentor as an agent of support

When asked to propose changes, teachers did not take into account improvement of mentor’s role. This could be anticipated by the characteristics of system that did not regulate, or, even if something was regulated, did not provide mechanisms to assure the provision a support to both mentor and novice teacher.

Generally we can infer that induction is not perceived as contributing to novice teacher competences acquiring, either to his/her license exam preparation.

IMPCLICATIONS FOR CHANGES INFERED

Developing a coherent conception– Integrating induction-mentorship-licensing procedure– Rethink novice teacher position and status

(participative induction)– Developing structured system-wide induction

programs for all new teachers

(self-)Recognition of the mentors’ role and need for their systemic recruiting and preparation

IMPCLICATIONS FOR CHANGES: TOWARDS A NEW CONCEPTION

Key principles :– engagement, cooperation, interaction – mentor-new teacher partnership based on mutual support– respect for idiosyncrasies – respect for cultural background– experiential and reflexive learning – learning from own's own as

well as from others' practice, through its research and ongoing reflecting upon it

– process-oriented and context respecting learning– consistency and accountability of each participant– lifelong learning and professional development

Already done:

Guide for teachers and school professionals (II) New by-low with detailed induction programs Programs for mentor training (70 hours) Experience in working together with different

stakeholders

Already done: Mentor and novice teacher – Guide for teachers and school

professionals

STRUGLING WITH CHANGES – BRIDGING THE GAP BETWEEN REAL AND WISHFUL

By negotiation of all stakeholders– Step-by-step towards new conception/system– Listening and taking into account others’ prospective -

compromise– In a long run – patience, sharing information,

learning…– Networking