Abstract:

The explanatory study deals with the issue of self-learning in beginning teachers; how they reflect themselves on their self-learning in lifelong learning and education. The study is part of a long-term research on the topic: Selected aspects of shaping the professional beliefs of beginning teachers. Part of the research, the results of which we present here, was focused on recognizing, describing and explaining unique subjective views on the phenomenon of self-learning in relation to the professional beliefs of beginning teachers, as reflected by respondents from practice within their constructions and mental representations. Research has shown that beginning teachers consider self-learning to be a full-fledged part of their professional lives. In practice, it is profiled into three basic areas, namely self-learning theories, self-learning by observation and self-learning by shared experience, which - if it is to be meaningful according to the respondents - should be shared with another professional, the induction teacher. A link to the phenomenon of professional beliefs and subsequently to the reflection of comfort in the profession was also found in the sense that the realization of self-learning strengthens both phenomena. At the same time, it became clear that beginning teachers in the current implementation system lack support in their self-learning by an experienced colleague, the so-called induction teacher.

Keywords:

Beginning teacher, self-learning, professional beliefs, comfort in the teaching profession, induction teacher.