Initiation into teaching from the perspective of primary school teachersDifferences between newly qualified and experienced teachers

  1. Ruth Cañón Rodríguez 1
  2. Isabel Cantón Mayo 1
  3. Ana Rosa Arias Gago 1
  4. Roberto Baelo Álvarez 1
  1. 1 Universidad de León
    info

    Universidad de León

    León, España

    ROR https://ror.org/02tzt0b78

Revista:
NAER: Journal of New Approaches in Educational Research

ISSN: 2254-7339

Any de publicació: 2017

Volum: 6

Número: 2

Pàgines: 103-111

Tipus: Article

DOI: 10.7821/NAER.2017.7.202 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

Altres publicacions en: NAER: Journal of New Approaches in Educational Research

Objectius de Desenvolupament Sostenible

Resum

This study consists of an investigation into the experiences of new teachers in primary education in the province of León, during their initiation into teaching. The objective was to explore how they experience this stage, and to recognize the training needs that exist along with the degree of motivation and satisfaction expressed with the measures designed for integration into teaching. The methodology used is descriptive and interpretive, ex-post-facto oriented towards a search for improvement. Research finding reveals the existence of significant gaps in initial teacher training that bears a negative influence on the subsequent professional development of the teachers involved. In this sense, the training programs designed for teachers who are initiating their career, although valued positively by both novices and experienced teachers; do not overcome their initial shortcomings. Despite the difficulties, however, new teachers show a general feeling of satisfaction with the stage in which they initiate their teaching.initiate their teaching.

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