Název: Jak je strukturována systematická podpora začínajících učitelů : přehledová studie podob procesu uvádění v evropských zemích
Variantní název:
- How systematic support for beginning teachers is structured : a review study of designs of the induction process in European countries
Zdrojový dokument: Studia paedagogica. 2023, roč. 28, č. 1, s. [139]-167
Rozsah
[139]-167
-
ISSN1803-7437 (print)2336-4521 (online)
Trvalý odkaz (DOI): https://doi.org/10.5817/SP2023-1-6
Trvalý odkaz (handle): https://hdl.handle.net/11222.digilib/digilib.79349
Type: Článek
Jazyk
Licence: Neurčená licence
Přístupová práva
otevřený přístup
Upozornění: Tyto citace jsou generovány automaticky. Nemusí být zcela správně podle citačních pravidel.
Abstrakt(y)
Předložená přehledová studie se věnuje problematice začínajících učitelů a procesům jejich systematického uvádění do profese. Záměrem studie je představit a porovnat realizované podoby procesu uvádění jakožto systematické podpory začínajících učitelů při jejich vstupu do profese. Výběr zemí proběhl v roce 2022 a byl omezen na země, jež jsou součástí evropské informační sítě Eurydice. S využitím Eurydice byl výběr zemí zúžen na ty, jež v dané době realizovaly strukturovaný proces uvádění a které měly zveřejněné informace popisující podobu a podmínky realizace strukturovaného procesu uvádění v dané zemi. Tato kritéria splňovalo čtrnáct zemí, které proto byly zahrnuty mezi analyzované příklady. Informace o procesech uvádění daných zemí jsou představeny v rámci šesti oblastí: tradice uvádění, časová dotace, účel procesu uvádění, role začínajícího učitele, pozice uvádějícího učitele a struktura procesu uvádění. Skrze syntézu informací v těchto oblastech bylo možné představit podobu procesu uvádění v dané zemi a navzájem je porovnat, a to i v kontextu aktuální situace procesu uvádění v České republice.
The presented review study focuses on the issues of beginning teachers and the processes of their systematic induction into the profession. The aim of the study is to present and compare the implemented forms of the induction process as a systematic support for beginning teachers entering the profession. The selection of countries took place in 2022 and was limited to countries that are part of the European information network Eurydice. Utilizing Eurydice narrowed down the selection to those countries that were implementing a so-called structured induction process at that time and had publicly available information describing the form and conditions of implementing the structured induction process in the respective country. Fourteen countries met these criteria and were included as analyzed examples. Information about the induction processes of these countries is presented within six areas: induction traditions, time allocation, purpose of the induction process, role of the beginning teacher, position of the mentor, and the structure of the induction process. Through the synthesis of information in these areas, it was possible to present the form of the induction process in each country and compare the induction processes with each other, including in the context of the current situation in the Czech Republic regarding the induction process.
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