Academic Journal
Bridge over Troubled Water: Induction pointers for Teacher leadership ; Puente Sobre Aguas Turbulentas: Inducción para el Liderazgo Docente
| العنوان: | Bridge over Troubled Water: Induction pointers for Teacher leadership ; Puente Sobre Aguas Turbulentas: Inducción para el Liderazgo Docente |
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| المؤلفون: | Caena, Francesca |
| بيانات النشر: | Universidad de Granada |
| سنة النشر: | 2021 |
| المجموعة: | DIGIBUG: Repositorio Institucional de la Universidad de Granada |
| مصطلحات موضوعية: | Características del docente, Docentes principiantes, Formación docente, Liderazgo docente, Supervisión del docente, Beginning teachers, Professional training, Teachers' characteristics, Teacher leadership, Teacher supervision |
| الوصف: | The first years of teaching are decisive to shape teachers’ motivation and attitudes, as adaptive professionals that respond to fast changing contexts. This career stage should provide acculturation in collaborative professional communities that discuss and tackle growing challenges for learners’ improvement. Induction support can be key for the personal, social, and professional development of beginning teachers, fostering theirleadership to influence and initiate practice change. It needs to be flexible and sensitive to specific education contexts, but it benefits from transversal principles grounded on common European policies. Induction should be embedded in a continuum approach that links it to other career stages -relying on broad, common teacher requirements. The COVID 19 crisis has foregrounded the competences teachers require to ensure equitable learning. Among European Key Competences, the Personal, Social and Learning to Learn Competence and the Digital Competence can play a crucial role for teachers grappling with distance teaching and unpredictable professional conditions. While Digital competence is fully acknowledged to be key for teacher professionalism, Personal, Social and Learning to Learn is now becoming crucial for teachers’ motivation, innovation, and distributed leadership, to face problematic scenarios. ; Los primeros años de docencia son decisivos para moldear la motivación y las actitudes de los profesores, como profesionales adaptativos que responden a contextos que cambian rápidamente. Esta etapa profesional debe proporcionar aculturación en comunidades profesionales colaborativas que debaten y aborden los crecientes desafíos para la mejora de los alumnos. El apoyo de inducción puede ser clave para el desarrollo personal, social y profesional de los profesores principiantes, fomentando su liderazgo para influir e iniciar cambios en la práctica. Debe ser flexible y sensible a contextos educativos específicos, pero se beneficia de principios transversales basados en políticas europeas ... |
| نوع الوثيقة: | article in journal/newspaper |
| اللغة: | English |
| Relation: | Caena, F. (2021). Bridge over Troubled Water: Induction pointers for Teacher leadership. Profesorado. Revista de Currículum y Formación del Profesorado, 25(2),5-26.DOI 10.30827/profesorado.v25i2.18534; http://hdl.handle.net/10481/69855 |
| DOI: | 10.30827/profesorado.v25i2.18534 |
| الاتاحة: | http://hdl.handle.net/10481/69855 https://doi.org/10.30827/profesorado.v25i2.18534 |
| Rights: | Atribución-NoComercial-SinDerivadas 3.0 España ; http://creativecommons.org/licenses/by-nc-nd/3.0/es/ ; info:eu-repo/semantics/openAccess |
| رقم الانضمام: | edsbas.C852C7C |
| قاعدة البيانات: | BASE |
| DOI: | 10.30827/profesorado.v25i2.18534 |
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