Managing the Developing Didactic Career of Beginning Teachers

Abstract The purpose of this research is to propose, implement and validate a training program focused on the development of career management competencies for beginning teachers. The starting point is an operational model that integrates seven categories of competencies: cognitive and meta-cognitive, methodological, communicational and relational, evaluative, psycho-social, career management, and ICT competences. In order to conduct the research, we have established the following objectives: to evaluate the level of development of career management competences of beginning teachers; to establish the design and course for a program of formative activities that will lead to the improvement of career management competences; and to perform a final evaluation of these career management competences. The main research method uses a formative psycho- pedagogical experimental design with repeated measurements (test – post test), analysis of the products of teachers’ activities (projects, competences portfolios), psycho-pedagogical observation, and statistical analysis. Statistical data obtained during the research show significant differences with respect to the results obtained by the beginning teachers at the evaluation applied at the end of the formative stage, compared to those obtained during the initial evaluation. The results of this research highlight the progress registered in developing certain capacities and skills for career management by participants in the training program. The data and ideas drawn from the research will be used to improve initial and continuous training programs for teachers.