Preliminary communication
https://doi.org/10.15516/cje.v17i0.1522
Professional Development Programs as a Support for Teachers at the Beginning of Their Career
Lidija Terek
; Center for Professional Development Kikinda
Anka Ivanović
; The Competence Improvement Center
Irena Terzić
; Center for Competence Improvement Kruševac
Kristina Telek
; Regional Center for the Professional Development of the Employees in Education Kanjiža
Nevena Šćepanović
; Center for Professional Development of Educators Kragujevac
Abstract
In Serbia, beginning teachers are under constant pressure since they are obliged to follow and implement all education laws and by-laws which determine the accountabilities of all the stakeholders of the educational system, even though during the initial teacher education they do not meet with the mentioned legislation. Beginning teachers are also required to implement different teaching methods, to adjust classroom conditions and instruction to the students’ individual needs. This often becomes a barrier and what is more, schools often lack the capacity to provide enough support for beginning teachers, while the existing accredited professional development programs do not cover the necessary content. A way to bridge the gap between the initial teacher education and the existing offer of professional development programs is to identify the types of support the beginning teachers need and to create professional development programs tailored especially for them. Driven by this proposition, the Regional Centers for Professional Development in Serbia conducted a research study among teachers who have up to 5 years of work experience in order to create a program that fully meets their needs. The results of the research will be presented in this paper.
Keywords
initial teacher education; in-service training; needs of beginning teachers
Hrčak ID:
143228
URI
Publication date:
28.5.2015.
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