New kindergarten teachers’ (NKTs) transition into teaching in their induction year: teachers’ and mentors’ perspectives

ABSTRACT

Kindergarten teachers’ work is unique because they juggle the roles of caregiver to young children, tending to their physical, emotional and educational needs, and managing their kindergarten unit. The year of internship and transition into teaching is particularly intense. For new kindergarten teachers (NKTs) to fully integrate in the kindergarten and pursue a teaching career, they need varied support schemes. This study is part of an international project supported by the Erasmus+ program. A total of 230 and 80 kindergarten mentors answered survey questionnaires. Findings show that NKTs are satisfied with their induction program and report a high level of integration into the education system and in the workplace. This study identifies relationships between a high level of NKT integration in the workplace and varied support schemes. The significance of self-efficacy as a major resource for support and mentors’ contribution specific to the kindergarten setting are highlighted and discussed.

KEYWORDS:

• New kindergarten teachers (NKTs)
• transition into teaching
• mentors
• support schemes

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Rinat Arviv Elyashiv

Dr. Rinat Arviv Elyashiv is the director of the Research Authority in Kibbutzim College of Education. Her studies focus on educational policy, teacher career, teacher professional development, educational assessment and social inequality. She participates in international partnerships to promote teachers' professional identity and development.

Rivi Carmel

Dr. Rivi Carmel is a senior lecturer and a pedagogical counsellor in the English department at Kibbutzim College of Education. She has been coordinating and facilitating induction workshops for interns and new teachers for the past 25 years. Her research areas include induction into teaching, teaching practices, classroom observations, teachers' and learners' motivation, professional development, attrition and retention.

Katya Rozenberg

Katya Rosenberg is a researcher at the Research Authority in Kibbutzim College of Education. Her role involves the coordination and organization of local and international conferences. Her research areas include educational policy, teachers' professional development and professional identity.