Beginning teachers' perceptions of their preparation and professional development

Abstract

This study aims to explore the perceptions of teachers in their induction phase (those who graduated between 1999 and 2001) regarding their preparation and professional development. The aim is to shed light on ways of improving the current teacher education programme and point out how teachers feel once they become full-time teachers. From our research, conducted through questionnaires (261 out of 373 were received) and 18 semi-structured interviews, it resulted that teachers felt that changes and improvements are needed in the course, with regards to support needed during the induction phase as well as ways to improve professional development. These findings will provide direction as to how the education authorities and schools in particular can support the beginning teacher.