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Head Teachers on Evaluating Newly Qualified Teachers’ Competencies – What to Focus on and How.
University of Gävle, Faculty of Education and Business Studies, Department of Culture Studies, Religious Studies and Educational Sciences. (Forskargruppen Induction)ORCID iD: 0000-0002-5592-2964
2012 (English)In: Teachers’ Life-cycle from Initial Teacher Education to Experienced Professional / [ed] I. Žogla & L. Rutka, Brussels: Association for Teacher Education in Europe (ATEE) , 2012, 74-90 p.Conference paper, Published paper (Refereed)
Abstract [en]

A mandatory probationary year for newly qualified teachers in conjunction with teacher registration is to be introduced in Sweden from 1st July 2012 (Government Bill 2010/11:20). This reform requires newly qualified teachers to be supported by a mentor. During the probationary year, head teachers will be responsible for evaluating whether the teacher should be registered or not. This paper reports on an interview study that was conducted with nine Swedish head teachers concerning what kind of teacher competencies they would focus on when evaluating NQTs and how they would perform the evaluation.

The results show that the head teachers would primarily like to focus on the following competencies of an NQT: (a) social interaction, (b) leadership and classroom management, and (c) mission and goal achievement. General pedagogical skills were mostly emphasised, whereas issues like subject knowledge and pedagogical content knowledge seemed to be taken for granted.

The question of how the evaluation should be performed has two distinct dimensions: how to acquire information about NQTs competencies, which relates to technical issues of how information and impressions are made available for evaluation and how head teachers perceive, interpret, assess and evaluate what they see, hear and feel. As the latter, more elusive dimension involves cognitive and procedural aspects of evaluation, the head teachers involved in the study found it difficult to describe and explain.

Place, publisher, year, edition, pages
Brussels: Association for Teacher Education in Europe (ATEE) , 2012. 74-90 p.
Series
Proceedings of the ATEE 36th Annual Conference in Riga, 2011.
Keyword [en]
Induction, teacher evaluation, teacher competence, teacher registration.
Keyword [sv]
Kompetens, lärare, lärarlegitimation, lärarskicklighet, yrkeskunnande
National Category
Pedagogy
Identifiers
URN: urn:nbn:se:hig:diva-9615OAI: oai:DiVA.org:hig-9615DiVA: diva2:425867
Conference
36th Annual Conference of the Association for Teacher Education in Europe (ATEE) Riga, 24-28 August, 2011
Projects
Didaktiska perspektiv på nya lärares professionella utveckling
Funder
Swedish Research Council
Available from: 2011-06-22 Created: 2011-06-22 Last updated: 2016-08-16Bibliographically approved

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CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard-cite-them-right
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • sv-SE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • de-DE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf