A Learning Community of Beginning Teachers: A Systemic Intervention Based on Self-Determination Theory to Promote Autonomous Proactive Teachers

The professional literature describes the complexity of induction process and importance support systems for beginning teachers (BTs). article discusses a unique self-determination theory (SDT)-based intervention program learning communities (LC), called Multi-Players Induction Teams (MIT) that operate in schools. was developed implemented as part international Proteach Program (Erasmus+ Project, European Union). It led by college education Israel, has been researched three-year case study one high school. Each year, 30 - 40 BTs, mentors, administrators, policymakers participated program. main tool employed semi-structured interview. Additional tools included workshop facilitators’ end-of-year reports, meeting minutes participants’ reflective journals. findings show collaborative systemic work between school its locality. absorption BTs into contributed to improved climate, became culture. Additionally, organizational structures promoting BT were established at school, need-supportive environment both MIT mentors express sense need satisfaction. affected BTs’ positioning influencing figures who meaningful educational initiatives. present model LCs during their period. They can promote processes integrating system autonomous proactive creating an supports psychological needs experienced alike.