Introduktionsperioden för lärare. En jämförelse av strategier, processer och resultat i Sverige och Tyskland.

Abstract

This study compares the novice teacher induction period schemes of Sweden and the federal state of Hesse in Germany and subsequently discusses the results from a sociocultural perspective. In line with this purpose, the study investigates how the two schemes are compared to each other with respect to (1) the frameworks that guide the induction, (2) the processes involved, and (3) the outcomes reported. The data was collected from policy documents, other steering documents and research studies in the field. They were subjected to a content analysis around the thematic areas in line with the research questions. The results show that the differences in the frameworks directly have implications for the embedded processes. Both steer the quality of the outcomes of the respective scheme. After coding the data concerning the processes and outcomes, several subthemes were choses to group the data. Concerning the processes these are 1) entrance requirements and placement process, 2) course of the induction period and aims and objectives, follow-up and assessment as well as 4) support and relationships. The data collected from research studies was organised in three subthemes after an initial coding: 1) outcomes in relation to the pressure and stress experienced by novice teachers, 2) outcomes in relation to communicative and context related processes and finally 3) outcomes in relation to structural framework conditions. These results are discussed in line with previous research and under a sociocultural perspective and implications are offered for induction practice and further research.