Arbejdsseminar Oslo

(1)

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Arbejdsseminar Oslo

Lisbet Lunde Frederiksen, Ph.d. Fou leder VIA

(2)

Research Questions

Current research questions

1. Based on national and international research what do we know about the importance of induction-programs with regard to the NQT’s ability to get a foothold in the job market and career development.

2. How and to what extent are newly qualified teachers (NQT) in Denmark supported during the first year of their professional life?

3. How can a teacher induction system be designed and implemented in a Danish context? What opportunities and challenges are there for schools and NQTs?

Profession & Uddannelse 2

(3)

1. eller 2. linje i overskriften ved at markere linjen fonten

9. Niveau = Bullet 10,5 pkt for at hoppe mellem niveauer

Fagdidaktisk baggrund

Lisbeth Lunde Frederiksen, FoU leder, Ph.d.

Karen Paaske Programleder, Ph.d.

Frede Krøjgaard, Lektor Elisabeth Halse, Adjunkt Kirsten Rosholm, Lektor

Dorthe Busk Mølgaard, Lektor

1. september 2018 Program Vejledning og mentorskab Center for

Psykologisk baggrund

Almen didaktisk baggrund

Program Vejledning og mentorskab Center for profession og uddannelse

Project group ^Uddannelse

Konsulent Kurser

Forskning

Udviklings- arbejder

Praksis

(4)

Design Based Research in 4 Steps

Collaboration with a Danish average

municipality

4 Lisbet Lunde Frederiksen, Ph.d. Fou leder VIA

Profession & Uddannelse

(5)

The research approach

Review of

international reviews Talis reports

Research from the Danish Institute of Evaluation

Focus group interviews

Design of survey

Survey to all NQT employed after 1.

January 2013.

Response: n=1142 representing all

shool sizes and geographical areas

Survey to all school principals Response: n=253

representing all shool sizes and

mostly all

geographical areas

(6)

NQT survey - Paragraphs

1. Education background 2. Your first employment

3. Your first year - challenges 4. Initiatives for NQTs at school 5. Mentor scheme

6. External initiatives – fi Municipality 7. Help and support for NQTs

8. NQT as a resource at school 9. Your future as teacher

1: Only 8 % have no prior experience (occupational, other education, substitute teacher)

6

2: 40 % starting as part time or not permanently employed

6: Only very few

municipality initiatives reported.

Teacher Education Institutions are not

contributing but 70% want them to

8-9: NQT experience in general themselves seen/met as a

resource and more than half are thinking of themselves being at same place of work 3 years ahead , 6% they do not work as teachers 5%: further education

3% : new education

10 %: don´t know(doubt their future as teacher)

Lisbet Lunde Frederiksen, Ph.d. Fou leder VIA Profession & Uddannelse

(7)

Did you experience lack of structures regarding your start as NQT?

NQTM NQT-WM TOTAL

TIP have to be:

• Structured

• Formalized

• Scheduled

• Supported organisationally

(8)

Survey definitions

– MENTOR: I am/was part of a scheme where an

experienced teacher is/was appointed to help and support me,

– EDUCATED MENTOR: Mentor/tutor is/was educated as mentor, coach, guide, supervisor, praxis guide…

8

NQT with mentor (NQTM) versus

NQT without a mentor (NQTW)

NQT with an educated mentor (NQTM-ed)

versus

NQT with an uneducated mentor (NQTM-un)

Lisbet Lunde Frederiksen, Ph.d. Fou leder VIA Profession & Uddannelse

(9)

First year: How easy/difficult did you experience

PLANNING

TEACHING/EXECUTING EVALUATING

IMPLEMENTING IT

CLASSROOM MANAGEMENT DIFFICULT RELATIONS

INCLUSION

SCHOOL-HOME COOP.

TEAM COOPERATION

No systematic difference between NQTM and NQTW and no significant

difference at any parameters

EASY 5 step DIFFICULT

(10)

To whatextend did yougetthe neededguidance and counsellingwith respectto……

10

PLANNING

TEACHING/EXECUTING EVALUATING

IMPLEMENTING IT

CLASSROOM MANAGEMENT DIFFICULT RELATIONS

INCLUSION

SCHOOL-HOME COOP.

TEAM COOPERATION

Systematically at all 9 parameters: NQTM-eds experience to be better supported.

Statistically significant:

Evaluating, Classroom Management, Difficult relations, Inclusion.

HIGH 4 step NOT AT ALL

At all 9 parameters: NQTMs experience significantly higher degree of needed support.

In general NQTMs experience:

more structured start more initiative from

collegues and management

More frequently offered

participation in initiatives for

NQTs

(11)

NQT with mentors

• 38% had a kind of mentor

• 17 % af these mentors have a kind of education

• 14% Structured ,Formalized, Scheduled mentorsystem

• 31% mentor did not take initiativ or less degree of initiative to mentoring.

(12)

Mentorship – NQTM-ed/un

In general mentor dialogues focusing

pedagogical-didactical content are valued very much by NQTMs who have participated in such

Mentor with education

Mentor without education

Well defined framing 24% 12%

Proactive mentor 71% 43%

Subject content dialogues 60% 39%

Pedagogical content dialogues 67% 45%

Mentor observe my teaching 25% 9%

I observe mentor’s teaching 17% 10%

(13)

NQTM-edsvalue their start at school to be significantly more positive regarding

– Role in developing the school,

– Perception of one-self as a professional teacher – Job satisfaction

– Motivation

And experience significantly more

– Proactive mentors, but also more proactive teams and management

– Their schools value exchange of experiences – Structured start

NQT with an educated mentor (NQTM-ed)

versus

NQT with an uneducated

mentor (NQTM-un)

(14)

So…….

NQTs with mentors experience to a larger extent that

- their schools give priority to collaboration

- their schools give priority to knowledge sharing - school management is taking of NQTs

- Teams, collegues and school management play a very positive role in their beginning For most parts even more

for NQTM-eds

(15)

Conclusions –

the hen and the egg

– Schools that give mentoring priority, also have focus on a collaborative school culture

or inverted:

- Collaborative school cultures have the need of mentors in mind

(16)

Educative mentoring

Educative mentoring is required!

I.e. a development oriented approach with a bi-focal focus:

1. NQTs’ learning and professional growth.

2. Students’ learning and growth.

Subject and pedagogical content discussions Observation of teaching – both ways

(17)

Design Based Research in 4

Steps Collaboration with a Danish average

municipality

(18)

Teacher induction-

prototype – Denmark

– Introduction booklet for NQT on every school

– Functional description of mentors(with appointed frames for mentoring)

– Mentoring

– Course for mentors – Observation

– Network for NQT ( 3 times annual) with facilitators from the municipality( includes courses)

– Ressources for Mentor and Mentees (Reduced classtime) – Common information day for NQT (municipality)

Arbejdsseminar Oslo

Højre klik udenfor slidet

hvis

Gør tanke til handling VIA University College

Arbejdsseminar Oslo

Research Questions

Current research questions

1. Based on national and international research what do we know about the importance of induction-programs with regard to the NQT’s ability to get a foothold in the job market and career development.

2. How and to what extent are newly qualified teachers (NQT) in Denmark supported during the first year of their professional life?

3. How can a teacher induction system be designed and implemented in a Danish context? What opportunities and challenges are there for schools and NQTs?

1. eller 2. linje i overskriften ved at markere linjen fonten

9. Niveau = Bullet 10,5 pkt for at hoppe mellem niveauer

Fagdidaktisk baggrund

Lisbeth Lunde Frederiksen, FoU leder, Ph.d.

Karen Paaske Programleder, Ph.d.

Frede Krøjgaard, Lektor Elisabeth Halse, Adjunkt Kirsten Rosholm, Lektor

Dorthe Busk Mølgaard, Lektor

Psykologisk baggrund

Almen didaktisk baggrund

Program Vejledning og mentorskab Center for profession og uddannelse

Project group Uddannelse

Konsulent Kurser

Forskning

Udviklings- arbejder

Praksis

Design Based Research in 4 Steps

Collaboration with a Danish average

municipality

The research approach

Review of

international reviews Talis reports

Research from the Danish Institute of Evaluation

Focus group interviews

Design of survey

Survey to all NQT employed after 1.

January 2013.

Response: n=1142 representing all

shool sizes and geographical areas

Survey to all school principals Response: n=253

representing all shool sizes and

mostly all

geographical areas

NQT survey - Paragraphs

1. Education background 2. Your first employment

3. Your first year - challenges 4. Initiatives for NQTs at school 5. Mentor scheme

6. External initiatives – fi Municipality 7. Help and support for NQTs

8. NQT as a resource at school 9. Your future as teacher

1: Only 8 % have no prior experience (occupational, other education, substitute teacher)

2: 40 % starting as part time or not permanently employed

6: Only very few

municipality initiatives reported.

Teacher Education Institutions are not

contributing but 70% want them to

8-9: NQT experience in general themselves seen/met as a

resource and more than half are thinking of themselves being at same place of work 3 years ahead , 6% they do not work as teachers 5%: further education

3% : new education

10 %: don´t know(doubt their future as teacher)

Did you experience lack of structures regarding your start as NQT?

NQTM NQT-WM TOTAL

TIP have to be:

• Structured

• Formalized

• Scheduled

• Supported organisationally

Survey definitions

– MENTOR: I am/was part of a scheme where an

experienced teacher is/was appointed to help and support me,

– EDUCATED MENTOR: Mentor/tutor is/was educated as mentor, coach, guide, supervisor, praxis guide…

NQT with mentor (NQTM) versus

NQT without a mentor (NQTW)

NQT with an educated mentor (NQTM-ed)

versus

NQT with an uneducated mentor (NQTM-un)

First year: How easy/difficult did you experience

PLANNING

TEACHING/EXECUTING EVALUATING

IMPLEMENTING IT

CLASSROOM MANAGEMENT DIFFICULT RELATIONS

INCLUSION

SCHOOL-HOME COOP.

Project group ^Uddannelse