Abstract:

The authors discuss the responsibility of Higher Education Institutions to provide formal primary school teachers’ education in the context of a primary education reform in Latvia.

Aim of the research: to study teachers-beginners views on:
a) the relevance of their initial training to their primary school teacher’s profession;
b) the strengths and weaknesses of their teaching practice during their studies in HEI;
c) positive and transformative experiences of working in primary school.

Using a semi-structured interview method, the authors conducted a study in Latvia regarding teachers-beginners views on their preparedness for pedagogical work in primary school. 24 primary school teachers between the ages of 22 and 28 participated in the study. All teachers-beginners were females, and graduated professional bachelor study program “Teacher” (qualification - primary school teacher) in 2020.

Research findings show that:
- Teachers-beginners generally highly evaluate teacher training programs in Latvia, but there are still important questions in the field of teachers-beginners methodology (to find solution to);
- Reflecting on their pedagogical practice, the group of research participants (teachers-beginners) emphasizes the need for further professional development to improve the practical aspects of pedagogical activity in the classroom (such as class management, the competence of primary school teachers to lead pupils’ behaviour, using a differentiated approach and assessment of pupils’ learning results (especially, assessing their creative activity)).

Keywords:

Primary school teacher education, Transformative experience, Teacher professional development.