We are delighted to share an excellent publication success!

Our colleagues Jakub Vlček and Klára Šeďová have published a study in the journal Teaching and Teacher Education, showing that professional growth at the beginning of a teaching career is far from guaranteed.

A two-year study of six novice teachers revealed that their perceptions of professional competencies are non-linear—alongside areas of progress, they also described stagnation or even decline. Explanations for this “non-growth” range from perceived mastery during pre-service training, to unclear understanding and limiting beliefs, to lack of agency and external barriers.

The study further shows that competency frameworks can serve not only as tools for mapping growth but also for better understanding how teachers reflect on their development and where they need targeted support.

Read the full article here: https://authors.elsevier.com/a/1lbMi,Gtqw7SKf