Navigating the First Two Years: A Longitudinal Study of Novice
Teacher Competency Development

k 2025

Navigating the First Two Years: A Longitudinal Study of Novice Teacher Competency Development

VLČEK, Jakub a Klára ŠEĎOVÁ

Základní údaje

Originální název

Navigating the First Two Years: A Longitudinal Study of Novice Teacher Competency Development

Autoři

VLČEK, Jakub a Klára ŠEĎOVÁ

Vydání

EARLI 2025: Realising Potentials through Education: Shaping the Minds and Brains for the Future, 2025

Další údaje

Jazyk

angličtina

Typ výsledku

Prezentace na konferencích

Obor

50301 Education, general; including training, pedagogy, didactics [and education systems]

Stát vydavatele

Rakousko

Utajení

není předmětem státního či obchodního tajemství

Označené pro přenos do RIV

Organizační jednotka

Filozofická fakulta

Klíčová slova anglicky

In-service Teachers; Teacher Efficacy; Teacher Professional Development; Competencies

Příznaky

Mezinárodní význam

Změněno: 26. 1. 2026 14:08, doc. Mgr. Martin Sedláček, Ph.D.

Anotace

V originále

This study investigates the evolution of teaching competencies among novice teachers in the Czech Republic over their first two years of practice. Employing a longitudinal mixed-methods approach, this study tracked six teachers through three phases of data collection, integrating quantitative self-assessments through questionnaires and qualitative insights from semi-structured interviews. Findings reveal a phased progression in competency development, with foundational skills in classroom management preceding the development of student relationships and collaborative practices. While skills such as promoting student self-evaluation and utilizing ICT tools demonstrated significant improvement, others, like involving students in setting assessment criteria, remained underdeveloped. Discrepancies between teachers' self-assessments in questionnaires and interviews suggest that novice teachers’ perceptions are shaped by factors such as competency awareness and peer comparisons. This study highlights the complex, non-linear nature of teacher development, with competencies evolving selectively. It emphasizes the role of self-concept in shaping professional growth, noting that teachers with a strong sense of competence are more likely to engage in reflective practices that foster their development. These findings contribute to a deeper understanding of early-career teaching challenges and underscore the need for targeted support within teacher training programs.

Návaznosti

LX22NPO5101, projekt VaV

Název: Národní institut pro výzkum socioekonomických dopadů nemocí a systémových rizik (Akronym: SYRI)

Investor: Ministerstvo školství, mládeže a tělovýchovy ČR, Národní institut pro výzkum socioekonomických dopadů nemocí a systémových rizik, 5.1 EXCELES

MUNI/A/1604/2024, interní kód MU

Název: Cesty učení: výzkum kontextu, prediktorů i výstupů

Investor: Masarykova univerzita, Cesty učení: výzkum kontextu, prediktorů i výstupů

Citovat

VLČEK, Jakub a Klára ŠEĎOVÁ. Navigating the First Two Years: A Longitudinal Study of Novice Teacher Competency Development. In EARLI 2025: Realising Potentials through Education: Shaping the Minds and Brains for the Future. 2025.

@proceedings{2513000,
   author = {Vlček, Jakub and Šeďová, Klára},
   booktitle = {EARLI 2025: Realising Potentials through Education: Shaping the Minds and Brains for the Future},
   keywords = {In-service Teachers; Teacher Efficacy; Teacher Professional Development; Competencies},
   language = {eng},
   title = {Navigating the First Two Years: A Longitudinal Study of Novice Teacher Competency Development},
   year = {2025}
}

TY  - CONF
ID  - 2513000
AU  - Vlček, Jakub - Šeďová, Klára
PY  - 2025
TI  - Navigating the First Two Years: A Longitudinal Study of Novice Teacher Competency Development
KW  - In-service Teachers
KW  - Teacher Efficacy
KW  - Teacher Professional Development
KW  - Competencies
N2  - This study investigates the evolution of teaching competencies among novice teachers in the Czech Republic over their first two years of practice. Employing a longitudinal mixed-methods approach, this study tracked six teachers through three phases of data collection, integrating quantitative self-assessments through questionnaires and qualitative insights from semi-structured interviews. Findings reveal a phased progression in competency development, with foundational skills in classroom management preceding the development of student relationships and collaborative practices. While skills such as promoting student self-evaluation and utilizing ICT tools demonstrated significant improvement, others, like involving students in setting assessment criteria, remained underdeveloped. Discrepancies between teachers' self-assessments in questionnaires and interviews suggest that novice teachers’ perceptions are shaped by factors such as competency awareness and peer comparisons. This study highlights the complex, non-linear nature of teacher development, with competencies evolving selectively. It emphasizes the role of self-concept in shaping professional growth, noting that teachers with a strong sense of competence are more likely to engage in reflective practices that foster their development. These findings contribute to a deeper understanding of early-career teaching challenges and underscore the need for targeted support within teacher training programs.
ER  -

VLČEK, Jakub a Klára ŠEĎOVÁ. Navigating the First Two Years: A Longitudinal Study of Novice Teacher Competency Development. In \textit{EARLI 2025: Realising Potentials through Education: Shaping the Minds and Brains for the Future}. 2025.

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