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Publication

De professionele ontwikkeling van beginnende leerkrachten: tijd en relaties in de inductiefase

Book - Dissertation

The induction phase - encompassing the transition from teacher education to the professional practice and the first years in the job - is one of the most challenging career phases for teachers. Many teachers experience this phase as problematic and even decide to leave the teaching job within the first years. This research project argues that the persistence of this problem is at least partly due to the way it has been framed conceptually and methodologically. The project emphasizes teacher induction as an important phase for fundamental research and theory building on teacher professional development. As such, this project aims at deepening and refining theory development by addressing teacher induction from an innovative theoretical and methodological perspective, grounded in a social network perspective. The project wants to study how, under which conditions, and with what impact, early career teachers develop personal networks with relevant actors during their first years at school. A central focus of the project is on how early career teachers develop professionally, and how they learn about the social, cultural and political life of and in a school network. Research questions will be answered through four empirical studies (two follow-up studies) examining early career teachers throughout their careers. Qualitative Social Network Analysis (SNA) is a key feature in these designs and implies a focus on understanding the nature and consequences of relationships.
Publication year:2021
Accessibility:Open