Novice Teachers’ Professional Development During the Induction Year

AbstractThe key problem of the current study can be worded as the question: what are the changes that occur in novice teachers’ development during the first year of work? The data sources include novice teachers’ and their mentors’ responses to the questionnaires focusing on changes in teacher competencies and self-efficacy beliefs during the induction year. The teaching skills of the novice teachers grew during their first year at work and their assessments were reasonably adequate. Self-efficacy grows through positive experiences of own classroom teaching. Novice teachers with high self-efficacy were more satisfied with their coping in the first year at work than the teachers with average and low self-efficacy. Positive first experiences and strong sense of efficacy are important from the viewpoint of the future career