There are educational institutions that are able to offer these educators a system of support, but in many places there is none. As a result, some of the young teachers leave the school system quickly. How to adequately prepare them? LSM.lv looks for an answer to this question in a new podcast titled "In front of the class" (Klases priekšā).
Elsa enrolled in a pedagogy study program a year after finishing high school. She had planned to combine her studies with work in a cafe. However, after learning that in order to get an increased scholarship, she could work at school in addition to her studies, she looked for a job. It happened in the summer, even before starting her studies.
"The first meeting at school was interesting. During the negotiations, they already sat me down to sign the contract. The only questions they asked me were about exam results. That's all. I would have to teach science to three sixth graders. It was scary because I didn't understand what was going on. I only realized that I needed a job," Elsa says.
Margarita long dreamed of becoming a teacher, so she finished her studies at the academy. But when she got behind the teacher's desk, there were so many surprises that within a few years the dream turned into maybe not quite a nightmare, but definitely not what she had hoped for.
"I realized that this is actually a very difficult job. You have to prepare materials, tests, correct them and fight for discipline. After this experience, I told myself that I would never set foot in school again," admits Margarita.
Many new teachers leave school within the first five years of employment. There are people who enter schools accidentally and unprepared, and there are those who have gone there diligently.
According to the education law, a person who has a pedagogical education or is studying it has the right to work as a teacher. However, a fully completed teaching education is not always required. For example, the law stipulates that you can work even if, as part of your studies, you have obtained a course related to pedagogy or subject methodology worth three credit points. Three credits corresponds to a very short course of study.
It is important to mention here that many students work in schools. According to the data of the Ministry of Education and Science, 65% of pedagogy students work in schools. This is in line with the work environment-based study process stipulated by law. In other words, practice during studies must be completed in any case.
However, at a time when there is a shortage of teachers in many places, schools also tend to pull people in who have barely sat down from their study benches. Are these people ready for the job?
The beginning in the work of a teacher can be very difficult, admits the principal of Ādaži High School, Solvita Vasiļevska.
"It's often a case of ending up in front of the class, facing the first difficulties – classroom management, children's behavior, parents' ambitions, the bureaucratic burden. And then realizing that this is not my calling. If you can overcome it and not break down, then you will definitely become a very good teacher," believes Vasiļevska.
Both the environment in the school and the preparation of the teacher in their studies have their role in reducing this initial shock. However, not all schools have resources such as providing a mentor. Likewise, courses or even studies are not always able to prepare a person well. Of course, one's own characteristics and abilities also count or a lot, says Linda Daniela, dean of the Faculty of Educational Sciences and Psychology of the University of Latvia.
"We have quite high standards for teacher training at the university. We accept people who have at least a seven in the profiling subject. Data shows that children have better results if their teachers are knowledgeable. The myth that anyone can be a teacher is attributable to the fact that anyone can become one, but not everyone can study to become a teacher," says Daniela.
However, referring to the fact that it is often possible to become a teacher even without special preparation, Daniela admits that improvements in the system are possible. This should be especially considered in schools that need to prepare a support system for newcomers. Vasiļevska also agrees with this.
"It would be ideal if a student or a person who has just started working in pedagogy becomes a teacher's assistant. Schools should also find opportunities to introduce mentors either with state grants or local government support," emphasizes Vasiļevska.
