{"id":116651,"date":"2022-02-22T10:00:40","date_gmt":"2022-02-22T10:00:40","guid":{"rendered":"http:\/\/fundaciobofill.mortensen.cat\/a-foundation-programme-for-teachers-induction-as-part-of-teacher-training-and-accreditation\/"},"modified":"2025-03-29T18:40:15","modified_gmt":"2025-03-29T18:40:15","slug":"a-foundation-programme-for-teachers-induction-as-part-of-teacher-training-and-accreditation","status":"publish","type":"post","link":"https:\/\/www.equitat.org\/en\/blog\/a-foundation-programme-for-teachers-induction-as-part-of-teacher-training-and-accreditation","title":{"rendered":"A Foundation Programme for teachers? Induction as part of teacher training and accreditation"},"content":{"rendered":"

Miquel Mart\u00ednez<\/em><\/strong> is a full professor and member of the GREM research group of the University of Barcelona. Ana Mar\u00edn<\/strong> is a researcher and analyst in international pedagogy. Both have shared coordinating tasks for the Teacher Training Improvement and Innovation Programme in Catalonia (MIF) between 2013 and 2018.<\/em><\/p>\n

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Studies reveal that teacher quality <\/strong>significantly determines the educational opportunities of students. It has also become clear that a substantial element of teaching quality depends on how new teachers are trained<\/strong> in the early stages of joining a school, in contexts of actual professional practice. This is known as \u201cteaching induction\u201d.<\/strong><\/strong><\/p>\n

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Unlike other countries such as England, Estonia or Germany<\/u>,<\/a> Catalonia has given scarce consideration to the induction of new teachers. Beyond the attitudes and the vocation of teachers, it is important to prepare teachers for the school\u2019s mission in today\u2019s society. Consequently, the transition from initial training to teacher accreditation <\/strong>through induction is one of the main challenges we face.<\/p>\n

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Why is teaching induction important?<\/strong><\/h4>\n

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Because in the current context, new challenges are appearing that teachers must know how to address. These challenges require practical training and cannot always be covered during the initial training period, no matter how good it may be.<\/em><\/strong><\/p>\n

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For this reason, it is necessary to move towards a model of initial training and professional teaching development that combines the period of initial teacher training with an induction period for novices in schools<\/strong>. This combination must enable teachers to be trained and to start their professional activity by participating more intensively in contexts of quality work placements.<\/p>\n

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As much as there is a practical component in initial teacher training, induction through a school placement promotes a more genuine introduction to the teaching profession.<\/em><\/strong><\/p>\n

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Just as there are aspects of the more theoretical training and professional culture that cannot be achieved without space and time for reflection and study, we know that certain aspects of learning cannot be built if they are not put into practice<\/strong>.<\/p>\n

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The practical component makes fundamental sense throughout the entire training process of future teachers and it is \u2013 or should be \u2013 undertaken through various modes and with varying intensity during the different stages of the study programme. However, during the induction period<\/strong>
\nthis practical component is even more fundamental because it ensures that the introduction to the teaching profession is not an unfamiliar process.<\/strong> It reduces the shock of the \u201cstaging\u201d and allows for a true understanding of reality<\/strong>, as well as for thorough support in order to become professionally independent and a reduction of uncertainties<\/strong>
\nwhen facing the classroom setting, students, their families and colleagues.<\/p>\n

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An induction period reduces the shock of the \u201cstaging\u201d and allows for a genuine understanding of classroom reality.<\/strong><\/p><\/blockquote>\n

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Induction programmes should not, <\/strong>under any circumstances, lead to a reduction in initial training placements<\/strong>, although they can help to review the various types of placements over the course of the study programmes. In any event, and in order to ensure the quality and satisfactory completion of the induction period, a common policy and a reference framework are needed for teaching<\/strong> skills <\/strong>according to the various training phases.<\/p>\n

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Because induction and mentoring programmes provide invaluable help to novices \u2013 if one is able to capitalise on the opportunity \u2013 by enabling identification of both their strengths and weaknesses in terms of knowledge, skills, attitudes and values which may warrant extra training.<\/em><\/strong><\/p>\n

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The presence of good pre-induction training is important, but no matter how good it is we cannot expect it to serve as a preparation for all of the challenges novices will encounter in their first teaching job.<\/strong> Induction programmes entail addressing these challenges and also emerging school and social issues of the day. Last but not least, they can also be good indicators for universities to improve the quality of education for their graduates.<\/p>\n

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In addition to the academic education that combines theory and practice, to work as a teacher it is necessary to undertake a one-year period of residency training in a school.<\/strong><\/p><\/blockquote>\n

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We therefore consider that in order to practice as a teacher in any school, in addition to the academic training that combines theory and practice it is necessary to undertake a one-year period of residency training in a school.<\/strong><\/strong> It should be a period of training and learning assessment for novice teachers prior to their employment in a school, inclusion in the supply teacher pool and, above all, access to the teaching role. In the case of an unfavourable assessment, it would be appropriate to provide participants with further training proposals in order to improve their qualities as teachers.<\/p>\n

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Considerations for a good induction system<\/strong><\/h4>\n

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An induction programme can be approached at many levels, from giving schools the independence to implement their own induction process through to a nationwide focus.<\/p>\n

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Since in our case teaching is a regulated profession, induction programmes have to guarantee unrestricted flexibility and mobility of teachers; therefore, it is necessary that the programme is shared, formalised and acknowledged by all communities and nationwide<\/strong>, taking into consideration the different paces and initiatives for its implementation and the characteristics and idiosyncrasies of each community.<\/p>\n

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Induction objectives:<\/strong><\/p>\n

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An induction programme may have several functions and may even be determined by the timing of its implementation (European Commission, 2010). Essentially:<\/p>\n

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