Abstract:

Teacher training process in Israel is divided into theoretical and didactics studies, and practical training accompanied by pedagogical guidance. The mentoring process that students experience, through the pedagogical guide and the mentor teacher, is a key factor that contributes to their sense of ability and empowerment in the training process.

The tutoring support that students receive in the training process by the pedagogical instructor and the mentor teacher is necessary and significant for the development of identity and for the development of a sense of ability even when they become teachers. After the period of training, as they become teachers, they are dealing with complex situations that are not necessarily related to the teaching process itself. They are required to work with staff, principal and multidimensional school system. During their studies they are attending classes for a day or two per week. Due to this, their job definition includes the didactic characteristics in the classroom experience. The multisystem aspects that exist in the school are not part of the interactions and criteria for their assessment as students.

Teachers at the beginning of their professional path, who participated during their training in reflective research on their perceptions, attitudes and professional self-image through the analysis of reflective diaries, returned to a follow-up retrospective research that examined through interviews the contribution of the process of writing the reflective diaries during training to their work as actual teachers.

The aim of the study is to characterize their teaching experience within up to three years from the date of completion of the training. Six teachers who participated in the study (Shavit & Moshe 2019) were interviewed in a semi-structured in-depth interview.

The main findings indicate that beginning teachers feel that the reflections they made during the training period contributed to their professional abilities and to their ability to choose teaching materials for learning, teaching strategies and adapting teaching processes to students in both academic, social and emotional aspects. However, teachers report difficulties coping with the school narrative involving the multidisciplinary staff and principal. They feel that the mentoring they had during the training period is significant for them as teachers to deal with complex systemic issues in school. They feel lack of guidance and direction (coordination in the multidisciplinary team, understanding the roles of all team members, working with objections, working with school management and the principal).

The conclusion based on the teachers' reflections is that beginning teachers need mentoring even further down their path in order to strengthen their sense of ability and empowerment and prevent situations of dropping out of teaching.

Keywords:

Novice teacher, Retrospective reflection, Tutoring, Competence.