Making Sure It’s the Right One: Induction Programme as a Gatekeeper to the Teaching Profession

Gerrevall, Per

doi:10.1080/00313831.2016.1261043

Cited by 6 publications

(4 citation statements)

References 40 publications

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“…The evaluations carried out by the principals were also questioned, and research showed variation in the quality of the evaluations (Fransson, Frelin, & Grannäs, 2017;Gerrevall, 2017). Evaluation was also a complicated practice, and there were fears that if NQTs were not offered probationary placements and evaluated for teacher registration it would make a teaching career less attractive (Utbildningsdepartementet, 2013).…”

Section: Teacher Registration Probationary Year and Teacher Induction (2006-2017)mentioning

confidence: 99%

Support for Newly Qualified Teachers Through Teacher Induction Programs – a Review of Reviews

Frederiksen¹

2020

New Teachers in Nordic Countries - Ecologies of Mentoring and Induction

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This article gives an overview – in the form of a “review of reviews” – of existing knowledge in the research on teacher induction programs in primary and secondary schools. The article is based on seven reviews. The article describes the various elements that can make up teacher induction programs in primary and secondary schools, and shows that such programs – with their various content and contexts – can contribute to the professionalization of teaching. This includes the development of insight, self-efficacy, and self-esteem. Induction training can counteract burnout, strengthen teacher resilience and thereby facilitate continuing professional development and a firm foothold in the job as a teacher.

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Section: Teacher Registration Probationary Year and Teacher Induction (2006-2017)mentioning

confidence: 99%

Support for Newly Qualified Teachers Through Teacher Induction Programs – a Review of Reviews

Frederiksen¹

2020

New Teachers in Nordic Countries - Ecologies of Mentoring and Induction

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“…Conversely, in the results there are signs of a "low policy trust environment", where the surge of reforms and later withdrawals make principals reluctant to enact new policies. Taking in the big picture, many Swedish principals therefore become critics, receivers and/or transactors who either fill out the necessary forms without putting much effort into the assessment, or delegate the task to the mentor or another person (Fransson et al, 2017a;Gerrevall, 2017). They might also do nothing, but simply wait for the reform to be withdrawn.…”

Section: Implications For Researchmentioning

confidence: 99%

“…As such, the reform can also be viewed in the light of the last decade's criticism of the school system and teacher training, both internationally (Compton and Weiner, 2008) and nationally (Fransson, 2015). The research overviews and interviews with Swedish school leaders and relatively new teachers about TRR, performed in relation to the introduction of the reform, indicated that the evaluation of NQTs is complicated, is performed in different ways and with varying degrees of engagement and competence (Fransson, 2010(Fransson, , 2015Frostensson, 2014;Gerrevall, 2017).…”

mentioning

confidence: 99%

Principals’ experiences of changes in relationships with newly qualified teachers resulting from a teacher registration reform

Frelin

Fransson

2019

IJEM

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Purpose The purpose of this paper is to understand, from principals’ points of view, how a teacher registration reform is enacted by examining the potential changes in the relationships between principals and newly qualified teachers (NQTs). The reform entailed principals performing an aptitude assessment of new teachers in their probationary year. Design/methodology/approach Semi-structured interviews were conducted with five principals from two Swedish municipalities on three occasions in one academic year. A third follow-up interview was conducted one year later with four of the principals, the fifth no longer being in post. Findings The assessment appears to be downplayed by the principals, whereas the supportive dimension and the facilitation of NQTs’ professional development seem to be acknowledged and made explicit. For some of the principals, their creative translation of the reform’s intentions transformed these relations and strengthened their leadership. Research limitations/implications The study is small-scale and was carried out in a specific period of policy implementation from the principals’ perspectives. Future studies would benefit from involving both principals’ and teachers’ perspectives. Practical implications Policymakers appear to have underestimated the structural aspects of the reform, even though in general the reform enactments had some kind of positive effect on these relations. Social implications For some principals, their creative translation of the reform’s intentions transformed relations and strengthened their leadership. Originality/value The data are from a unique period when a reform was implemented and later partly withdrawn. The study deepens the understanding on how principals tries to enact and balance their roles as evaluators of NQTs and pedagogical and instructional leaders.

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“…För att erhålla legitimation krävdes initialt en behörighetsgivande lärarexamen eller förskollärarexamen samt minst ett års mentorsstödd introduktionstjänstgöring. Under denna introduktionsperiod skulle lärarens lämplighet bedömas av förskolechef eller rektor (se Gerrevall, 2018). Därefter var det Skolverket som utfärdade legitimationen baserad på underlaget i form av lärarexamen samt godkänd introduktionsperiod.…”

Section: Lärarutbildning Och Lärarlegitimationunclassified

Lärarna och lämpligheten

Gerrevall

2018

pfs

Self Cite

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Education of teachers and teacher competence has been an important field since the establishment of Pedagogy as science. This article relates to research concerning teacher competence and conditions for admission to teacher education. The purpose is to identify what is characterized as ineligible in connection with admission to teacher education, in assessing becoming teachers’ pedagogical actions, and in professional teachers’ vocational practice. Within a research group at Linnaeus University, we have in two projects studied the gatekeeping function to the teaching profession. The core of the projects consists of the assessment of eligibility that takes place before and during teacher training as well as during teachers’ professional practice. On admission to teacher education, it is mainly on communicative and relational grounds that an applicant may be deemed ineligible to become a teacher. In teacher education a didactical dimension is added as well as an analytical and reflective dimension, which means being able to reflect critically over practice on a scientific ground, or on ethical grounds. In teachers’ professional practice, shortcomings in communicative and relational competence as well as actions that contradict ethical grounds constitute predominant reasons for being considered ineligible. Shortcomings in educational skills are generally handled at school level.

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Making Sure It’s the Right One: Induction Programme as a Gatekeeper to the Teaching Profession

Cited by 6 publications

References 40 publications

Support for Newly Qualified Teachers Through Teacher Induction Programs – a Review of Reviews

Support for Newly Qualified Teachers Through Teacher Induction Programs – a Review of Reviews

Principals’ experiences of changes in relationships with newly qualified teachers resulting from a teacher registration reform

Lärarna och lämpligheten

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