Treść książki
Przejdź do opcji czytnikaPrzejdź do nawigacjiPrzejdź do informacjiPrzejdź do stopki
MałgorzataJedynak
Unlikeothercountries,Belgium(GermanspeakingCommunity)and
Liechtensteinoferpracticaltrainingabroad.WhileBelgiumonlyofersit
forprofessionaltrainingforteacherswhointendtoteachatleastatlower
secondarylevel,Liechtensteingivesthisopportunitytoallcandidatesinini-
tialteachertrainingprogramme(Eurydice2013:29).FLteachersmayalso
participateinthispracticaltraining.TerearealsofiveEuropeancountries
whichdevelopedspecificrecommendationsontheimmersionperiodwhich
needstobespentinthetargetlanguagecountry.Prospectivelanguageteach-
ersintheUK(notincludingScotland),Ireland,France,GermanyandAustria
maymastertheirlanguageskillsinthecountrywherethelanguagetheyare
goingtoteachisspoken.
2.2.Inductionphaseforlanguageteachers
InSeptember2009ataninformalmeetinginGothenburgtheministries
ofeducationoftheEUmembersstatesdiscussedtheissuesoftheprofes-
sionaldevelopmentofteachersandschoolleaders.Followingthemeeting
inNovember2009theCouncilagreedamongstotherthings,that:
Inviewoftheincreasingdemandsplaceduponthemandthegrowingcomplexity
oftheirroles,teachersneedaccesstoefectivepersonalandprofessionalsupport
throughouttheircareers,andparticularlyduringthetimetheyfirstenterthepro-
fession.[…]Efortsshouldbemadetoensurethatallnewlyqualifiedteachers
receivesufcientandefectivesupportandguidanceduringthefirstfewyears
oftheircareers(CounciloftheEuropeanUnion2009).
TeministersalsoinvitedtheEUcountriestoprovideallnewteacherswith
uappropriateprogrammesofinduction(earlycareersupport)oferingboth
professionalandpersonalsupportduringtheirfirstyearsinateachingpost”
(CounciloftheEuropeanUnion2009).
Inessence,inductionreferstoaprofessionalformaladmissionofanew
recruitandinitiationprocess(Daviesetal.1999:85).Itoferspersonalised
supportandadvicefornewteachers.School-basedinductionstartswith
themasteryofthelanguageteacherprofessioncodifiedculturei.e.norms,
language,knowledge,missions,ideology,andtechnology.Inductionends
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