Classified "A" by ANVUR in the fields 11/D1, 11/D2 Scientific in the field 14.
Abstract:
In the dynamic field of education, the induction phase for new teachers is crucial for ensuring high-quality teaching and fostering professional growth. This article presents a comparative analysis of induction practices in Italy and Spain, focusing on effective strategies, tools, and applied research aimed at enhancing both initial and continuous teacher training. Italy's induction process, guided by Decreto Ministeriale 850/2015 and Legge 107/2015, emphasizes formative assessment and peer-to-peer observation. In contrast, Spain's approach, influenced by the Ley Orgánica de Mejora de la Calidad Educativa (LOMCE), promotes collaborative mentoring and reflective practice. By examining these frameworks, we highlight significant similarities and differences, shedding light on the effectiveness of various mentoring models and support mechanisms. Mentor teachers play a pivotal role in both countries, significantly contributing to the professional integration and development of novice educators. Our research includes case studies from Italian and Spanish educational contexts, demonstrating the practical application of innovative training strategies such as microteaching, tri-focal observation, and semi-structured checklists. These tools have shown to be effective in enhancing the professional readiness and pedagogica competencies of new teachers. The findings from this comparative study provide valuable insights for policymakers, educators, and researchers aiming to refine teacher induction programs. By understanding the strengths and challenges of each system, this article lays the groundwork for developing more effective and cohesive training pathways that support teacher excellence and student achievement. The implications underscore the necessity for continuous professional development and the crucial role of mentorship in cultivating a reflective and collaborative teaching culture.
