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Further Education as Help to Saturate the Needs of Beginning Teachers

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Title: Further Education as Help to Saturate the Needs of Beginning Teachers
Language: English
Authors: Jana Fryzelková (ORCID 0000-0002-9619-9899), Ina Rajsiglová (ORCID 0000-0002-6722-0345)
Source: Improving Schools. 2026 28(1):167-180.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 14
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Adult Education
Descriptors: Beginning Teachers, Lifelong Learning, Biology, Science Teachers, Continuing Education, Failure, Inservice Teacher Education, Foreign Countries, Educational Needs
Geographic Terms: Czech Republic
DOI: 10.1177/13654802251407358
ISSN: 1365-4802
1475-7583
Abstract: The paper presents an analysis of the effect of lifelong learning courses helping the observed beginning teachers overcome difficulties in the initial years after completing undergraduate training. Data, analysed using a grounded theory method, were obtained through in-depth semi-structured interviews with 11 beginning biology teachers with 1 to 5 years of experience. There is an apparent disconnect between what novice teachers named as failures (and what they need to improve on) and what kind of continuing education courses they actually take. The data analysed revealed the reasons for this discrepancy: (1) beginning teachers fail to identify the causes of their teaching problems; (2) An induction teacher or a similarly attuned colleague can help to name the problem and identify its causes; however, beginning teachers lack an induction teacher (often only formally appointed); (3) the lack of support from the school can be compensated to some extent by in-service training courses -- however, beginning biology teachers sought out courses oriented towards knowledge or practical skills acquisition; only when they came across a course that provided a space for reflection and sharing experiences with other (beginning) teachers did they better cope with the "reality shock" -- they discovered that teaching failures do not happen only to them and they are not "thrown into the water" alone. While in-service training courses are valuable for beginning teachers, it is essential that they are not only oriented towards knowledge or the acquisition of practical skills, but that they provide a space for sharing experiences and for joint reflection on situations arising from school reality.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1499919
Database: ERIC
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  Data: Further Education as Help to Saturate the Needs of Beginning Teachers
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  Data: <searchLink fieldCode="AR" term="%22Jana+Fryzelková%22">Jana Fryzelková</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-9619-9899">0000-0002-9619-9899</externalLink>)<br /><searchLink fieldCode="AR" term="%22Ina+Rajsiglová%22">Ina Rajsiglová</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-6722-0345">0000-0002-6722-0345</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Improving+Schools%22"><i>Improving Schools</i></searchLink>. 2026 28(1):167-180.
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
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  Data: 14
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="DE" term="%22Beginning+Teachers%22">Beginning Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Lifelong+Learning%22">Lifelong Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Biology%22">Biology</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Teachers%22">Science Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Continuing+Education%22">Continuing Education</searchLink><br /><searchLink fieldCode="DE" term="%22Failure%22">Failure</searchLink><br /><searchLink fieldCode="DE" term="%22Inservice+Teacher+Education%22">Inservice Teacher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Needs%22">Educational Needs</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Czech+Republic%22">Czech Republic</searchLink>
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  Data: 10.1177/13654802251407358
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  Data: 1365-4802<br />1475-7583
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  Data: The paper presents an analysis of the effect of lifelong learning courses helping the observed beginning teachers overcome difficulties in the initial years after completing undergraduate training. Data, analysed using a grounded theory method, were obtained through in-depth semi-structured interviews with 11 beginning biology teachers with 1 to 5 years of experience. There is an apparent disconnect between what novice teachers named as failures (and what they need to improve on) and what kind of continuing education courses they actually take. The data analysed revealed the reasons for this discrepancy: (1) beginning teachers fail to identify the causes of their teaching problems; (2) An induction teacher or a similarly attuned colleague can help to name the problem and identify its causes; however, beginning teachers lack an induction teacher (often only formally appointed); (3) the lack of support from the school can be compensated to some extent by in-service training courses -- however, beginning biology teachers sought out courses oriented towards knowledge or practical skills acquisition; only when they came across a course that provided a space for reflection and sharing experiences with other (beginning) teachers did they better cope with the "reality shock" -- they discovered that teaching failures do not happen only to them and they are not "thrown into the water" alone. While in-service training courses are valuable for beginning teachers, it is essential that they are not only oriented towards knowledge or the acquisition of practical skills, but that they provide a space for sharing experiences and for joint reflection on situations arising from school reality.
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      – SubjectFull: Biology
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      – SubjectFull: Science Teachers
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      – SubjectFull: Failure
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      – SubjectFull: Inservice Teacher Education
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Educational Needs
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      – SubjectFull: Czech Republic
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