Adaptation Period of Beginning Teachers from the Point of View of Strategic Documents – Czech Republic and Bavaria

Abstract

The beginning teachers represent the most vulnerable group of the teaching population in the Czech Republic. This text aims to compare Czech strategic documents covering teacher’s induction with the German ones. In contrast to the Czech Republic, Germany has a functional and established system of support for beginning teachers during their induction period. This comparison considers the institutional and legislative framework from the perspective of the existing (German) and draft (Czech) documents. The efforts in the Czech Republic emphasise the importance of a “comprehensive system of professional support from a genuine functional induction” (Strategie 2030+). As an example of German ones, the text examines the strategic and legislative frameworkof Referendariat in Bavaria. The text assesses the documents in the following key areas: forms of support, the status and role of the “key stakeholders” (teachers, mentors, responsible persons etc.), the activities and interaction between the key stakeholders.