New teachers and professional induction. Exploratory Study
Main Article Content
Vol. 13 No. 1 (2009): Profesorado principiante e inserción profesional a la docencia, Articles, pages 101-115
Submitted: Dec 4, 2015
Published: Apr 1, 2009
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.
Keywords:
teacher socialization, induction, exploratory study, teacher professionalization
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How to Cite
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. Retrieved from https://revistaseug.ugr.es/index.php/profesorado/article/view/20582