Newly Qualified Teachers’ Needs of Support for Professional Competences in Four European Countries: Finland, the United Kingdom, Portugal, and Belgium
Newly Qualified Teachers’ Needs of Support for Professional Competences in Four European Countries: Finland, the United Kingdom, Portugal, and Belgium
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芬兰、英国、葡萄牙和比利时四个欧洲国家新晋教师对专业能力支持的需求
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发表时间：
2016
影响因子：
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通讯作者：
H. Niemi
中科院分区：
文献类型：
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作者：
Vilhelmiina Harju;H. Niemi
进入教师行业的头几年通常是要求很高的。虽然初始教师教育是教师工作的重要基础，但它不能使新教师为复杂的工作生活做好充分的准备。这项研究的重点是调查新获得资格的教师对专业发展支持的需求，以确定他们的专业学习需求是什么，以及来自芬兰、英国(英格兰)、葡萄牙和比利时(佛兰德斯)四个不同国家的教师之间的这些需求有何不同。研究数据是通过对314名教师的问卷调查收集的，每个教师的教学经验都在五年以下，包括封闭式和开放式问题。使用描述性统计和因子分析对量化数据进行分析，以确定与他们的需求相关的潜在变量。开放式问题的答案被用来更深入地了解新获得资格的教师的情况。结果表明，新教师需要支持，特别是在冲突情境和区分教学方面。此外，在分析八个支持-需要潜在变量的概况时，不同国家的教师都认为支持学生的全面发展是最重要的领域。虽然这项研究的结果不能一概而论，但它们为新教师的学习需求提供了一个重要的概述，在规划和组织对他们的支持时应该考虑到这一点。
The first few years in the teaching profession are usually demanding. Although initial teacher education forms an essential foundation for teachers’ work, it cannot fully prepare new teachers for the complexities of working life. This study focuses on investigating the need for professional development support among newly qualified teachers to determine what their professional learning needs are and how these needs differ among teachers from four different countries: Finland, the United Kingdom (England), Portugal and Belgium (Flanders). The research data was collected via a questionnaire from 314 teachers, each with less than five years of teaching experience, and both closed and open-ended questions were included. The quantitative data was analysed using descriptive statistics and factor analysis to identify the latent variables associated with their needs. Answers to the open-ended questions were used to gain deeper insight into the newly qualified teachers’ situation. The results indicate that new teachers need support, especially regarding conflict situations and in differentiating their teaching. In addition, when analysing the profiles of eight support-need latent variables, all of the teachers in the different countries viewed supporting students’ holistic development as the most important area. Although the results of this study cannot be generalised, they provide an important overview of new teachers’ learning needs that should be taken into account when planning and organising support for them.