IntroductionThe deep economic, social, technological and cultural changes in Europe represent a real challenge for teacher education. The teacher's role is becoming more complex and demanding, while the expectations of society are rising. Teachers are expected not only to enable optimal development of increasingly heterogeneous groups of pupils, but also to mitigate the effects of social inequality. All this requires qualitative changes in pre-service and in-service teacher education. In this regard, the transition from school/university to professional life -the induction period and early career years -requires special attention. In this phase, a fruitful synthesis of theory and practice can occur if novices are systematically introduced and supported by good mentoring in the transition from study to school life and culture, but a 'practice shock' is also possible during which many positive effects of pre-service education are lost. Buchberger et al. (2001) mentioned a certain 'blind spot' in this area and stressed the need to pay more attention to this issue by researching and building good models of induction. In this article, we present and compare different existing concepts and models of induction in various European countries and elsewhere, together with their critical analysis. Our aim is to identify some principles and optimal solutions that would foster teacher's professional development in this important phase of their career.

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Visokošolska didaktika ima v slovenskem prostoru razmeroma dolgo tradicijo v obliki raznih iniciativ za izboljšanje kakovosti učenja in pouka, zlasti v prirejanju raznih oblik usposabljanja za visokošolske učitelje. V prispevku predstavljam glavne oblike, cilje, vsebine in metode ter nekatere dosežke didaktičnega usposabljanja visokošolskih učiteljev pri nas v raznih obdobjih, poleg tega pa tudi okvirne pogoje za profesionalizacijo te dejavnosti ter kakšna je bila pri tem vloga posameznih strokovnjakov, nacionalnega in mednarodnega sodelovanja, posvetov in konferenc, raziskav, kriterijev za napredovanje, projektov in publikacij. Kaj je pozitivno vplivalo na doseganje zastavljenih ciljev na področju izboljšanja kakovosti učenja in pouka – kaj pa je tudi oviralo kontinuiran razvoj? Ob kritični presoji in evalvaciji preteklih izkušenj bodo predstavljeni tudi predlogi za ukrepe, ki naj bi pospešili dvig kulture visokošolskega poučevanja v prihodnje.

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