Supporting novice teachers at career entry : a cross-cultural and systemic analysis
- Tovote, Katrin FHNW, Switzerland
- Arcidiacono, Francesco ORCID Haute École Pédagogique BEJUNE
- Lahiani, Nadia ISEAHZ, Tunisia
- 2022
Published in:
- Learning across borders in teacher education: Experiences with the Swiss-North African Academic Network (SINAN) project / Boulos, Samir ; Feixas, Monica. - 2022, p. 89-109
English
In this paper, we will attempt to identify the representations, reflections and coping styles that novice primary and secondary teachers give as postures to adopt in order to cope with the difficulties related to the beginning of their career. We aim to analyse the professionnal development of young teachers from a cross-cultural perspective by identifying similarities in and differences between the strategies adopted to support them while entering the institutional education within three different cultural settings (the German-speaking part of Switzerland, the French-speaking part of Switzerland and Tunisia). We present three case studies conducted in the three aformentioned settings within a similar methodological framework. The findings contribute to understanding how professionnal experiences during the first two years of teaching are subjectively and collectively co-constructed and rely on various factors that evolve over a life-long learning perspective.
- Language
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- English
- Classification
- Education, teaching
- License
- CC BY-NC
- Open access status
- gold
- Identifiers
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- ISBN 978-3-9525756-1-1
- DOI 10.5281/zenodo.7377546
- Persistent URL
- https://roar.hep-bejune.ch/hepbejune/documents/323705
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