The current pandemic situation has forced us to rethink all the key dimensions of social participation, with education and the exercise of the teaching profession being one of these and placing both the group of teachers, as well as the rest of educational and social agents before the challenge to respond to the new challenges that this situation has posed for schools and for all their professionals. One of these needs is linked to the professional orientation processes focused on trafficking to the concrete labor reality of the teachers: the schools.
In this sense, INDUCTEACHING -a proposal for an induction model between initial training and teaching in Primary- is proposed as an initiative that contributes to the contribution of evidence for this strategic change and improvement of initial teacher training, specifically of Primary Education, focusing on the transition to the profession -from the last year of initial training and with continuity during the first year of professional teaching-, through the creation of a collaborative network (face-to-face and virtual) between educational centers and universities that work in the design, implementation, monitoring, evaluation and validation of induction processes to the profession.
Therefore, the objectives of this project are specified in:
- Design induction processes and not the degree in Primary Education in access to the profession of teacher.
- Accompany the consolidation of competences of future teaching professionals and their transfer to Primary Education classrooms.
- Evaluate, based on evidence, the impact of the induction proposal on the professional development of teachers of the participants.
- Validate the proposed transition model.
In accordance with the objectives defined in the framework of this project, the work proposal will contribute to the expansion, development and consolidation of competences for the professional development of teachers of future and future teachers. In this sense, the induction actions within the framework of this proposal should support three key professional development dimensions: personal, professional and social.
The project is structured in 4 specific phases (diagnosis, design of induction actions, implementation and impact evaluation) and 3 transversal phases (project management, dissemination and dissemination, and follow-up and closure) – which are deployed throughout 16 months.