The aim of this study was to investigate how beginning teachers in the Flemish educational context in primary education at the start of their careers can grow successfully in their teaching profession.
In this study, we designed an instrument that supports the beginning teacher in primary education in doing so and, by extension, can be used in a continuum of professionalisation starting in initial teacher education over initial guidance to continuous professionalisation.
In designing this instrument, it was important to involve teacher education institutions, pedagogical guidance services, school communities, schools and teachers. We see the instrument as a professional development tool where the beginning teacher takes ownership of his learning and offers the opportunity to tailor guidance from the various sides to his own perceived needs.
The professional development instrument was designed through design research. Through the analysis of data from literature review on the one hand and focus groups and structured interviews with end-users on the other, design principles and design criteria were distilled for designing the instrument.
With this PWO, we participate in a broad knowledge network (micro, meso, macro) around the quality of education and the need for quality teachers within a strongly changing education system. With this research, we want to be of significance within Flemish education and provide levers to improve it. As a university college, we want to assume the role of connector in a field where various organisations and interest groups independently offer initiatives in function of initial guidance.
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