Novice teachers’ workplace experiences of collegiate support
DOI:
https://doi.org/10.12697/eha.2015.3.1.08Keywords:
novice teachers, induction year, colleagues, school principal, adaptationAbstract
Esimestel tööaastatel peavad algajad õpetajad toime tulema erinevate olukordadega, sest sel ajal arenevad õpetamisoskused, saadakse õpetajate kogukonna liikmeks ning kujuneb õpetaja identiteet. Uurimused on näidanud, et algajad õpetajad vajavad ametisse sisseelamisel toetust, mistõttu on loodud ka mitmesuguseid tugisüsteeme. Samas on vähe tähelepanu pööratud sellele, kuidas kohanevad algajad õpetajad koolikeskkonnaga, millisena tajutakse erinevaid koolikollektiivi liikmeid enda toetajana ning mida ootavad algajad õpetajad koolikeskkonnalt kui tervikult, et õpetajatöösse paremini sisse elada. Artikli eesmärk on analüüsida algajate õpetajate kirjeldusi kohanemisest koolikeskkonnaga ja institutsiooni erinevate liikmete rolli selles. Andmete kogumiseks salvestati täies mahus ühe aasta vältel toimunud kutseaasta seminarid. Seminaridel osales 13 algajat õpetajat. Tulemused näitasid, et algajate õpetajate kogemused kooliga kohanemisel olid erinevad. Eduka kohanemise eeldusena nimetati kolleegide toetavat hoiakut ja algajate õpetajate püüdlusi igas olukorras hakkama saada. Kõige sagedasemaks koolikeskkonnaga mittekohanemise põhjuseks peeti algajate õpetajate ja institutsiooni liikmete erinevusi väärtushinnangutes. Koolijuhi osa algaja õpetaja toetajana hinnati väheoluliseks, kuna algajatel õpetajatel tööalased kokkupuuted koolijuhiga peaaegu puudusid.
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