mansoure irannezhad

the purposes of this study is to design and validate a curriculum induction model for beginning teachers of primary schools with a focus on professional development. The research approach is “qualitative”. During the curriculum design phase, integrative Inquiry was applied (The research Synthesis). In addition, in order to determine the validity of the designed curriculum model, Delphi method was used. The key data were collected from the theoretical, experimental and review studies from which were published from 2001 to 2020. The sample included 5 education experts who were selected purposefully. The data were collected by note sheet, and a questionnaire. The results showed that the curriculum induction model for beginning teachers of primary schools has basic characteristics in the field of "emotional and psychological support", "improving the quality of teaching" and "helping the socialization of new teachers". Finally, the curriculum induction model was designed and validated inspired by the Acker model including rationale, aims and objectives, content, learning activities, teacher role, materials and resources, grouping, location, time, and assessment.

The present study seeks to explore the induction challenges of beginning teachers in the school environment. As a qualitative study, this phenomenological research used semi-structured interviews for data collection. The key data for the study were collected from 22 beginning teachers graduated from Teacher Training University with one and two years of service. From the perspective of this group, the induction challenges of beginning teachers in the first primary schools were classified in three categories including: Individual challenges, professional challenges, and organizational challenges. The sources that could cause individual challenges are early-service tensions and anxieties, lack of support and isolation, and adaption with colleagues. Professional challenges could be caused by classroom management, content management and effective teaching, students’ assessment, addressing the students’ needs, trust and communicating with parents. And organizational challenges could arise from familiarity with the school, familiarity with the school practices, resources and population of students.