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CNAA / Theses / 2016 / June /

Developing novice teachers' professional identity through mentoring


Author: Fairstein Esther
Degree:doctor of pedagogics
Speciality: 13.00.01 - General Pedagogics
Year:2016
Scientific adviser: Nicolae Silistraru
doctor habilitat, professor, Tiraspol State University
Institution: Tiraspol State University

Status

The thesis was presented on the 23 June, 2016
Approved by NCAA on the 6 October, 2016

Abstract

Adobe PDF document – 0.92 Mb / in romanian
Adobe PDF document – 1.12 Mb / in english

Thesis

CZU 37.091(043.3)

Adobe PDF document 4.16 Mb / in english
198 pages

Keywords

novice teachers, professional identity, mentoring, mentoring strategies, novice teacher's difficulties, novice teacher's support, induction, factors, self-determination theory

Summary

Thesis structure: Annotation (Romanian, Russian and English), abbreviations list, introduction, bibliography containing 235 references, 142 pages of basic text, 23 tables, 15 figures, 13 appendices. Publications: the research results are reflected in 9 scientific articles, including 5 articles in educational journals, and 4 communications exposed at national and international conferences.

Field of the research: Theory and methodology of education

Research goal consists in establishing the psycho-pedagogic premises of novice teachers’ professional identity development and in elaborating the Pedagogic model for developing novice teachers’ professional identity through mentoring.

Research objectives: analyze professional literature; establish epistemological highlights of novice teachers’ professional development in terms of systemic, pedagogic and emotional difficulties, reflect the aspects of induction programs for novice teachers, analyze the peculiarities of teachers’ professional identity; underline the role of novice teachers’ emotional culture in shaping their professional identity; point out the formative dimension of the mentoring process; outline mentor’s profile, elaborate and validate the Pedagogic model for developing novice teachers’ professional identity through mentoring.

Scientific novelty and originality are objectified by the theoretical and practical substantiation of novice teachers’ professional identity development, by proving the positive correlation between the support provided to novice teachers by mentors at systemic, pedagogic and emotional levels during induction, by establishing the characteristics of mentors’ psycho-pedagogic profile, by elaborating the Pedagogic model correlating the factors, conditions and methods for developing novice teachers’ professional identity through mentoring. Substantiating the theoretical and applicative functionality of the Pedagogic model for developing novice teachers’ professional identity through mentoring, aimed at improving professional competence in line with professional standards, in order to ensure education quality in Israeli schools, constitutes the scientific problem solved in our research.

The theoretical significance of our research consists in highlighting the scientific arguments as related to the importance of developing teachers’ professional identity; in explaining the importance of mentoring for integrating novice teachers in the system of education and for stimulating their professional development, in elaborating the tools for investigating the development of novice teachers’ professional identity through mentoring.

The practical value of the work is supported by the establishment of novice teachers’ difficulties at their admission in the educational system, the analysis of induction programs aimed at facilitating novice teachers’ professional development, elaboration and validation of a set of pedagogical tools concentrated in the Pedagogic model for developing novice teachers’ professional identity through mentoring, and by the formulation of practical recommendations.

Implementation of scientific results: The didactic materials elaborated during the investigation were implemented in the frame of formative seminars for novice teachers and mentors, in the educational process carried out in Israeli schools, as well as by means of publications in educational journals and scientific communications.

Summary


CHAPTER 1. THEORETICAL APPROACHES ON THE DEVELOPMENT OF NOVICE TEACHERS' PROFESSIONAL IDENTITY
  • 1.1. Psycho-pedagogic implications of novice teachers’ difficulties in adapting to the educational system
  • 1.2. Analysis of induction programs as mediating factors in the development of novice teachers’ professional identity
  • 1.3. Conceptual highlights on novice teachers’ professional identity
  • 1.4. Conclusions on chapter 1

CHAPTER 2. THE IMPACT OF MENTORING ON THE ABSORPTION OF NOVICE TEACHERS IN THE EDUCATIONAL SYSTEM
  • 2.1. Mentoring process characteristics and mentor’s psycho pedagogic profile
  • 2.2. The role of novice teachers’ emotional culture in shaping their professional identity
  • 2.3. The Pedagogic model for developing novice teachers’ professional identity through mentoring
  • 2.4. Conclusions on chapter 2

CHAPTER 3. METHODOLOGY OF DEVELOPING NOVICE TEACHERS’ PROFESSIONAL IDENTITY THROUGH MENTORING
  • 3.1. Ascertaining the level of novice teachers’ professional identity
  • 3.2. Formative values of the pedagogic model for developing novice teachers’ professional identity through mentoring
  • 3.3. Validating the values of novice teachers’ professional identity components formed through mentoring
  • 3.4. Conclusions on chapter 3

GENERAL CONCLUSIONS AND RECOMMENDATIONS