Browsing by Author "Olli, Lilli"

The aim of this thesis is to examine what kind of experiences from practice kindergarten teacher has in the beginning of her career. Induction means first 3-5 years of work as professional after graduating. Previous research has shown that induction years are critical phase if teacher will continue career. This study explores which factors in work strengthen working and which factors are challenging when kindergarten teacher is in induction. Considered conceptions with induction are expertise, professional identity and working environment. This thesis was qualitative study. Material was collected by interview of three kindergarten teachers in induction. Half-structured interview was used as a method and results were analyzed by thematic analysis. Strengthen factors by experiences of kindergarten teacher were well working team, knowledge, experiences of succeeding, positive feedback and support given by superior and colleagues. Challenging factors were experiences of hurry, experiences of ignorance and feelings of insufficiency. Situations were kindergarten teacher had worry about child were often mentioned as a challenging factor. The results can be understood so that environment that supports working in induction gives an opportunity for beginner teacher work as an expert and strengthens professional identity. Then as well novice teacher gets support for her challenges in work. The environment that supports working may help kindergarten teacher to engage her profession and lead over critical phase.