The Induction Phase as a Critical Transition for Newly Qualified Teachers

Jokinen, Hannu; Heikkinen, Hannu L. T.; Morberg, Åsa

doi:10.1007/978-94-007-2312-2_11

Cited by 10 publications

(8 citation statements)

References 28 publications

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“…It recognizes that initial preparation cannot provide teachers with all the skills and knowledge they need in the profession, but instead can only lay the foundation and motivation for career-long development, preparing novices to learn in and from their practice (Feiman-Nemser, 2001). However, this continuity is frequently hampered by a lack of connecting tissue within and between the different stages of teacher education (Feiman-Nemser, 2001;Jokinen et al, 2012). Thus, as McMahon et al (2015, p.163) put it, the reconceptualization of teacher development "as a journey and not a destination" requires rethinking of the purpose and pedagogy of teacher education in both the initial and further phases.…”

Section: The Continuum Of Teacher Professional Developmentmentioning

confidence: 99%

“…The induction phase of the professional development continuum constitutes an intermediating link between pre-service teacher education and continuing professional development (Geeraerts et al, 2015;Jokinen et al, 2012, Swachten, 2015. It is also recognized to have a great impact on professional development, professional efficiency, satisfaction, motivation and career duration of newly qualified teachers (Feiman-Nemser, 2001;McKenzie et al, 2005;Zuljan & Požarnik, 2014).…”

Section: Induction As a Phase Of The Continuummentioning

confidence: 99%

“…The core strength of the Finnish system is its high-quality and research-based initial teacher education program, with its objective of educating autonomous and critically reflective teachers (Hansén, Forsman, Aspfors, & Bendtsen, 2012;Sahlberg, 2011;Välijärvi & Heikkinen, 2012). Yet, beyond graduation, professional development varies and schools have no formal statutory system for inducting new teachers (Jokinen, Heikkinen, & Morberg, 2012).…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Student teachers' experiences of participating in mixed peer mentoring groups of in-service and pre-service teachers in Finland

Korhonen

Heikkinen

Kiviniemi

et al. 2017

Teaching and Teacher Education

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Section: The Continuum Of Teacher Professional Developmentmentioning

confidence: 99%

Section: Induction As a Phase Of The Continuummentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Student teachers' experiences of participating in mixed peer mentoring groups of in-service and pre-service teachers in Finland

Korhonen

Heikkinen

Kiviniemi

et al. 2017

Teaching and Teacher Education

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“…Mentoring is one of the most common support systems in the induction phase (e.g. Eisenschmidt 2006;Jokinen et al 2008;Jokinen, Heikkinen, and Morberg 2012;Richter et al 2013;Wei et al 2009;Wong 2004).…”

Section: Introductionmentioning

confidence: 99%

Peer-group mentoring as a tool for teacher development

Geeraerts

Tynjälä

Heikkinen

et al. 2014

European Journal of Teacher Education

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She has published widely, both nationally and internationally, particularly on the topics of constructivist learning environments, workplace learning and professional development for teachers. She collaborates in the development of the peer-group mentoring model. Ilona Markkanen, MSc in Health Education, is a project researcher at the Finnish Institute for Educational Research at the University of Jyväskylä. She has participated in research and development work involving peer-group mentoring. She has been also involved in coordinating the Finnish Network of Teacher Induction and organizing the regional Osaava Verme peer-group mentor training.

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“…As a response to the observed need for bridging teacher education, induction support, and continuous in‐service professional development, 10,54,55 PGM has recently been also implemented in teacher education in order to combine teacher students and in‐service teachers in the same groups. In some cases, soon‐to‐graduate student teachers have participated in an optional PGM course lead by an experienced in‐service teacher, 28,56 whereas in some cases student teachers and in‐service teachers as mentees have formed mixed peer groups 28,29 .…”

Section: Resultsmentioning

confidence: 99%

Finnish model of peer‐group mentoring: review of research

Tynjälä

Pennanen

Markkanen

et al. 2019

Annals of the New York Academy of Sciences

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This article reviews research on the Finnish model of peer‐group mentoring (PGM). The theoretical foundation of the model is based on the constructivist theory of learning, the concept of autonomy in teaching profession, peer learning, and narrative identity work. The model has been disseminated nationwide in the educational sector to promote professional development of teachers and educational staff, mainly in primary and secondary education, but also in early childhood education and higher education. The thematic review is based on 46 peer‐reviewed publications about PGM in Finland in 2009–2019. Research has focused on the following main themes: (1) general aspects and characteristics of the implementation of the model; and (2) mentors’ and mentees’ experiences. The qualitative approach has been dominant in research. The studies show that both mentors and mentees find PGM a useful tool for individual professional learning and well‐being. Indirect influences have been reported about the development of work communities. The main challenges in applying the model are the lack of national agreement concerning the organization of PGM and allocation of mentors’ and mentees’ working time to PGM. It is concluded that PGM, as well as teachers’ professional development as a whole, should be seen as an integral part of the educational ecosystem.

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The Induction Phase as a Critical Transition for Newly Qualified Teachers

Cited by 10 publications

References 28 publications

Student teachers' experiences of participating in mixed peer mentoring groups of in-service and pre-service teachers in Finland

Student teachers' experiences of participating in mixed peer mentoring groups of in-service and pre-service teachers in Finland

Peer-group mentoring as a tool for teacher development

Finnish model of peer‐group mentoring: review of research

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