FROM THE EXPERIENCE OF SUPPORTING YOUNG TEACHERS IN THE EU COUNTRIES

Obrazovanie i Nauka. 2016;0(5):158-175 DOI 10.17853/1994-5639-2016-5-158-175

 

Journal Homepage

Journal Title: Obrazovanie i Nauka

ISSN: 1994-5639 (Print); 2310-5828 (Online)

Publisher: Russian State Vocational Pedagogical University

Society/Institution: Russian State Vocational Pedagogical University

LCC Subject Category: Education

Country of publisher: Russian Federation

Language of fulltext: Russian

Full-text formats available: PDF

 

AUTHORS

Elina N. Yakovleva
Irina Y. Krasilova

EDITORIAL INFORMATION

Double blind peer review

Editorial Board

Instructions for authors

Time From Submission to Publication: 8 weeks

 

Abstract | Full Text

The purpose of the article is a description of the basic points of the uniform policy adopted in the European countries (EU members) targeted at the support of beginning teachers. At present, the majority of the European countries face shortage of teachers. For various reasons young teachers leave the profession. The number of such teachers can be reduced significantly if at the beginning of their professional career they are given complex support including personal, social and professional components. The problem of young teachers’ outflow from comprehensive schools takes place in our country, too. That is why foreign experience of solving this problem is important. Methods. Methods of analysis, synthesis and generalization of foreign experience are used. Results and scientific novelty. After the analysis of the European commission documents, the main components of the program for the support of beginning teachers during the induction period, recommended for introduction in EU countries, are defined. Each component of the induction program (personal, social and professional) has a number of necessary elements characteristics of which are given in the article. The program provides four interconnected systems of support: mentoring, support of experts, support of colleagues and self-reflection. The article contains a short description of these systems (types of support, the purposes, key factors, kinds of activity, necessary conditions). The article gives also the main, general conditions necessary for effective implementation of induction programs. Practical significance. The results of the research of the experience in EU countries on supporting beginning teachers during the induction period of their professional career can be useful to the heads of the regional ministries and territorial administrations of education, comprehensive schools developing a system of measures for supporting young teachers.