Serbian Beginning Teachers’ Views on Induction as Their Professional Development Stage Vera Rajović, Lidija Radulović, Teacher Education Center, Faculty of Philosophy, University of Belgrade

Context Importance of induction stage of teacher professional development - support teachers in their transition from their initial teacher education into working life in schools Mentorship system and teacher licensing procedure in Serbia - changes in progress Autors’ involvement Theoretical orientation teachers: autonomous reflexive professionals and researchers education: active selfdirective process

What Was (Is) Teacher Induction Like in Serbia Up to Now? Induction period Teacher license exam

CURRENT SYSTEM(1): INDUCTION per regulations: Aim: to train a newly employed graduate for independent educational work and pass licensing examination Mentor: assistance in preparation and realization of educational work, observe lessons, analyze teacher practice and progress, help for the examination Cheking teacher competences at school internal exam BUT: - No induction program developed - Gap between regulations and practice

CURRENT SYSTEM(2): STATE EXAMINATION Teacher license exam at the Ministry of Education - components: 1. two oral exams - in psychology and pedagogy 2. a lesson plan as a written part of examination 3. Realization of this lesson plan in an unknown milieu 4. Oral examination in order to check his knowledge and skills in teaching methodology 5. ”Educational situations” - oral examination 6. Oral examination aimed to evaluate her/his familiarity with legislation

About Survey / Aim Analyze Teachers’ opinions : about their experiences with licensing system about some aspects of new by-law that is about to be adopted.

About Survey: sample SchoolFrequencyPercent elementary (higher grades) vocational9064.3

About Survey: sample Subject FrequencyPercent Foreign Languages3525,0 Serbian Language10 7,1 Health-Care instructors4733,6 Bio-Chemical Group of Subjects13 9,3 Physics & Mathematics 8 5,7 Electronics & Technical Education10 7,1 Other (Arts, Economy, Practicum and Driving Instructors) 9 6,4

How Do Teachers Describe Their Experience: difficulties Difficulty FrequencyPercent License Exam Fear Lack of Self-Confidence Working With Students School Climate/Cooperation with Colleagues Relationship with Mentor 42.9

HOW DO TEACHERS DESCRIBE THEIR EXPERIENCE: SUPPORT Source of support FrequencyPercent Colleagues from School Mentor School has a System Out of School Informal Support Something Else No Support

TEACHERS’ OPINION ON LICENSE PRE- REQUIREMENTS Components of licensing procedure FrequencyPercent Referent Initial Education, Induction Period and Examination for License Referent Initial Education & induction Referent Initial Education only Something Else 4 2.9

HOW TEACHER PERCEIVE THEIR INDUCTION? Not perceived as a stage of professional development Licensing exam takes central position in teachers’ preparation as a final goal with no connection with their teaching experience; The exam anxiety as a result of the aforementioned – i.e. lack of ongoing support to learning teaching – leads to changes proposals by teachers that are still focused on exam structure rather then on induction as a whole. Mentor’s relative invisibility - comparatively week perception of mentor as an agent of support When asked to propose changes, teachers did not take into account improvement of mentor’s role. This could be anticipated by the characteristics of system that did not regulate, or, even if something was regulated, did not provide mechanisms to assure the provision a support to both mentor and novice teacher. Generally we can infer that induction is not perceived as contributing to novice teacher competences acquiring, either to his/her license exam preparation.

IMPCLICATIONS FOR CHANGES INFERED Developing a coherent conception – Integrating induction-mentorship-licensing procedure – Rethink novice teacher position and status (participative induction) – Developing structured system-wide induction programs for all new teachers (self-)Recognition of the mentors’ role and need for their systemic recruiting and preparation

IMPCLICATIONS FOR CHANGES: TOWARDS A NEW CONCEPTION Key principles : – engagement, cooperation, interaction – mentor-new teacher partnership based on mutual support – respect for idiosyncrasies – respect for cultural background – experiential and reflexive learning – learning from own's own as well as from others' practice, through its research and ongoing reflecting upon it – process-oriented and context respecting learning – consistency and accountability of each participant – lifelong learning and professional development

Already done: Guide for teachers and school professionals (II) New by-low with detailed induction programs Programs for mentor training (70 hours) Experience in working together with different stakeholders

Already done: Mentor and novice teacher – Guide for teachers and school professionals

STRUGLING WITH CHANGES – BRIDGING THE GAP BETWEEN REAL AND WISHFUL By negotiation of all stakeholders – Step-by-step towards new conception/system – Listening and taking into account others’ prospective - compromise – In a long run – patience, sharing information, learning… – Networking