New teachers and professional induction. Exploratory Study

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Autor/innen

  • Raúl Eirín Nemiña Universidad de Santiago de Compostela
  • Herminia Ma García Ruso Universidad de Santiago de Compostela
  • Lourdes Montero Mesa Universidad de Santiago de Compostela
Bd. 13 Nr. 1 (2009): Profesorado principiante e inserción profesional a la docencia, Monográfico, ##plugins.themes.xejournal.article.pages## 101-115
##plugins.themes.xejournal.currentIssueSubmitted##: Dec 4, 2015 ##plugins.themes.xejournal.currentIssuePublished##: Apr 1, 2009
Zitationsvorschlag

Abstract

In this paper we present a study of early career teachers in their first year as civil servants. We considered different theoretical approaches that are applied to the induction period. By applying a questionnaire, we explored issues such as age, gender, and prior teaching experience, context of the work place and motivations of entry into the teaching profession. We also consider, based on a literature review, problems and concerns of teachers in our sample.

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Zitationsvorschlag

Eirín Nemiña, R., García Ruso, H. M., & Montero Mesa, L. (2009). New teachers and professional induction. Exploratory Study. Profesorado, Revista De Currículum Y Formación Del Profesorado, 13(1), 101–115. Abgerufen von https://revistaseug.ugr.es/index.php/profesorado/article/view/20582