Abstract:

The role of the teacher is very important in nurturing his students to become graduates with values, who face the challenges of the hour in an optimal way in a changing era. The practical training invites novice teachers to deal with the complexity of the teacher's work and includes reference to curriculum planning and its practical implementation, dealing with educational dilemmas, learning management, developing teaching and learning methods that are adapted to the diversity that exists in the classrooms (both academically and socially and emotionally), familiarization with the school system and work at a multi-professional team, all this alongside professional and personal development. Novice teachers go through the process of learning and developing an educational concept and professional identity as part of their studies at the institute.

The main goal of the present study was to investigate the perception of the contribution of practical training among novice teachers and to investigate their perception of how this training contributes to their professional development. To answer these questions, semi-structured in-depth interviews were conducted with novice teachers who have experience in elementary schools.

The findings reveal that the practical experience in teacher training contributes significantly to the professional development of novice teachers already in the training phase. For them, the experience is a bridge between theory and practice, and combines experiences from the real world of the educational field with the teacher's work routine as an individual and as part of a multi-professional team.

Keywords:

Teacher Training, Professional development, Novice Teachers.