Navigating the First Two Years: A Longitudinal Study of Novice Teacher Competency Development
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| Year of publication | 2025 |
| Type | Appeared in Conference without Proceedings |
| Citation | |
| Description | This study investigates the evolution of teaching competencies among novice teachers in the Czech Republic over their first two years of practice. Employing a longitudinal mixed-methods approach, this study tracked six teachers through three phases of data collection, integrating quantitative self-assessments through questionnaires and qualitative insights from semi-structured interviews. Findings reveal a phased progression in competency development, with foundational skills in classroom management preceding the development of student relationships and collaborative practices. While skills such as promoting student self-evaluation and utilizing ICT tools demonstrated significant improvement, others, like involving students in setting assessment criteria, remained underdeveloped. Discrepancies between teachers' self-assessments in questionnaires and interviews suggest that novice teachers’ perceptions are shaped by factors such as competency awareness and peer comparisons. This study highlights the complex, non-linear nature of teacher development, with competencies evolving selectively. It emphasizes the role of self-concept in shaping professional growth, noting that teachers with a strong sense of competence are more likely to engage in reflective practices that foster their development. These findings contribute to a deeper understanding of early-career teaching challenges and underscore the need for targeted support within teacher training programs. |
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