The initial training programmes for teacher induction to school activity need to be integrated within a recursive self-sustaining circularity, able to produce professional skills. The present work analyses the models and perspectives that have characterized the professional development in Induction experiences and defines an innovative theoretical framework underpinning the experience of Italian Newly Qualified Teachers (NQT) in the 2014/2015 academic year, based on a pattern which envisages an alternation of theory-practice and reflection. Such a pattern finds in the teacher’s portfolio, structured into training curriculum, teaching and competence assessment, a time of tight integration of the perspectives that guide the teacher’s work, maximizing moments of action, reflection and appraisal. It will present methodologies and tools to investigate teachers’ perception about the role of the portfolio and whether it was a model capable of accompanying the new qualified teachers in an authentic way, letting teachers understand their competences and practices
Induction Models and Teachers Professional Development
MAGNOLER, PATRIZIA;ROSSI, Pier Giuseppe
2016-01-01
Abstract
The initial training programmes for teacher induction to school activity need to be integrated within a recursive self-sustaining circularity, able to produce professional skills. The present work analyses the models and perspectives that have characterized the professional development in Induction experiences and defines an innovative theoretical framework underpinning the experience of Italian Newly Qualified Teachers (NQT) in the 2014/2015 academic year, based on a pattern which envisages an alternation of theory-practice and reflection. Such a pattern finds in the teacher’s portfolio, structured into training curriculum, teaching and competence assessment, a time of tight integration of the perspectives that guide the teacher’s work, maximizing moments of action, reflection and appraisal. It will present methodologies and tools to investigate teachers’ perception about the role of the portfolio and whether it was a model capable of accompanying the new qualified teachers in an authentic way, letting teachers understand their competences and practicesI documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
