Netradiční cesta začínajícího učitele: z tandemové výuky do vlastní třídy za 667 dní
| Title in English | A novice teacher's unique journey: from co-teaching to own classroom in 667 days |
|---|---|
| Authors | |
| Year of publication | 2024 |
| Type | Appeared in Conference without Proceedings |
| MU Faculty or unit | |
| Citation | |
| Description | Current longitudinal study focuses on a career path of a novice teacher who worked as a co-teacher after entering the profession, and then became an independent class teacher. By conducting narrative analysis of semi-structured interviews carried out over a time span of three years, key moments in the beginning teacher's professional trajectory were identified. The results support the claim that co-teaching has the potential to provide intensive and immediate support for the novices. However, it is crucial to perceive the co-teaching period in context of the whole professional path, and to secure the continuity and support during the transition into independent practice. In the light of recent changes in legislation, these findings have relevance for the design of induction strategies. |
| Related projects: |