Induction into Teaching: Perspectives on Beginning Physical Education Teachers

Background: The novice teacher support program, `Interning in Teaching`, has been operated by the Israel Ministry of Education since 1999. The program includes two support systems: individual mentoring by mentor teachers in receiving schools, reflecting integration into a new organizational culture, and an internship workshop in the teacher education institution, reflecting professional support in the socialization process.

Aims: The aim of the study was to examine how novice physical education (PE) teachers perceive the internship program from two main vantage points: 1) implementation, scope, components and essence of the program; and 2) the contribution of the program to their training and integration into teaching, with a focus on physical education.

Methods: Ninety-nine PE teaching interns participated in the study. They completed a questionnaire for interns adapted for PE teachers.

Results: In evaluating the overall components of the internship program, most of the interns are satisfied with the ties created with pupils, their integration in the school, their choice of teaching as a profession and the support they receive from the teaching staff. However, they still do not feel fully involved in the school, as they are not assigned to other functions in the school. They hope for positive attitudes from management and communication to develop with the pupils` parents.

Discussion and Conclusions: Interns need extensive emotional support and encouragement when dealing with their frustrations. They need help in finding ways to increase pupils` motivation to learn, to cope with discipline problems, and to find suitable means of assessment.