Pradedančiųjų mokytojų pedagoginė stažuotės komponentai: stažuotės išbandymo patirtis

LTPedagogų rengimo reglamente įteisinta pedagoginė stažuotė mokytojams, dirbantiems pirmaisiais darbo metais švietimo įstaigoje. 2018–2022 m. vykdomas pedagoginės stažuotės išbandymo projektas "Tęsk", kurio metu tobulinamas pedagoginės stažuotės modelis, teikiama tikslinė pagalba mokykloms ir pačiam stažuotojui ir kuriami įgyvendinimui reikalingi instrumentai. Straipsnyje aptariami svarbiausi pradedančiųjų mokytojų pedagoginės stažuotės modelių komponentai, nagrinėjama pradedančiųjų pedagogų pedagoginės stažuotės išbandymo metu dalyvavusių pedagogų kompetencijų analizė ir patirtis, pateikiamos įžvalgos pradedančiųjų mokytojų profesinio augimo etapo tobulinimui. Prasminiai žodžiai: pedagoginė stažuotė, pedagogų profesinis augimas, mentorystė, kompetencijų tobulinimas. [Iš leidinio]

ENThe aim of this article is to discuss the main components of various models of beginning teacher’s induction programmes and to look their effectiveness in the beginning teacher’s internship testing process in Lithuania. The experience of novice teachers and their competencies wasanalysed, and insights for the improvement of the professional growth stage of novice teachers are provided. The study is conducted in 2018-2020 during the pedagogical internship testing project at Šiauliai University, that was the activity 2.1.1 as part of the national project "Continue". 27 programs prepared by beginning teachers together with their tutors and mentors and their assessment documents were analysed, experiences of 75 participants at all during the internship were summarized, applying case analysis, reflections, documents, plans, report content analysis in order to evaluate the effectiveness and usefulness ofteachers‘ induction programme. In many countries, the main components of successful induction models for beginning teachers are used in practice: pedagogical planning in the first year, mentoring, cooperation with teachers and professional networks, professional development courses, reflective practice, leadership, collaboration with teacher education institutions, selfassessment and professional growth planning. Effective adaptation of novice teachers in the education system lays the foundations for their professional growth in future. From 2017 the legalization of pedagogical internships in Lithuanian strategic documents and practice has started and consistently was implemented in practice. It corresponds to the content of induction programmes for beginning teachers applied in many countries. However, this process is relatively slow, not all schools apply teacher induction programmes, and the large shortage of teachers does not preclude the selection of the best teachers.The induction programmes for beginning teachers in the various schools are applied differently: some schools have a certain system of help and support; some provide it in a fragmented way. Therefore, it is very important for schools to focus on a certain systemic model and to develop a support system that includes the most important components of the induction programmes. The monitoring of the program at Siauliai University during two years of pedagogical internship suggests that the internship model being developed, and its components can be successfully applied in various schools and levels of education. The experience of the novice teachers shows that received support from mentors, tutors and collaboration with university has allowed them to set clear goals in the first year and helped them better to identify their strengths and weaknesses. A motivating environment, support from mentors and tutorsfor developing teachers personal, social and professional competencies was crucial important for novice teachers.