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Journal articles on the topic 'Novice teachers'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 July 2025

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1

Pogodzinski, Ben. "Socialization of Novice Teachers." Journal of School Leadership 22, no. 5 (2012): 982–1023. http://dx.doi.org/10.1177/105268461202200507.

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Guided by new structuralism theory, this study examined the context of novice teacher socialization, identified the frequency and substance of interactions between novice teachers and their mentors and other colleagues, and reported on novices’ evaluation of the support that they received. Data were collected through semistructured interviews with district human resource directors and teacher association presidents, as well as surveys of novice teachers in six districts in Michigan and five districts in Indiana. Findings suggest that researchers should examine the informal social structure wit

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Quoc, Trinh, Tran Duyen, and Le Thanh. "Novice Teachers’ Professional Identity Reconstruction." International Journal of Educational Methodology 8, no. 3 (2022): 449–64. http://dx.doi.org/10.12973/ijem.8.3.449.

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<p style="text-align: justify;">A transition from pre-service training programs to teaching is a dramatic and somehow painful experience for novice teachers. The question is what difficulties novice teachers face and how they negotiate their professional identity to cope with difficulties and find joys in their career. This study is aimed to investigate novice teachers’ professional identity reconstruction, from their imaged-identities to their practiced identities. The use of semi-structured interviews collected data from four Vietnamese English as a foreign language (EFL) novice teache

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Guellouma, Rima, and Imene Bilouk. "Teachers’ Collegiality: A Professional Development Tool for Algerian Novice Teachers." Acta Educationis Generalis 14, no. 3 (2024): 138–59. http://dx.doi.org/10.2478/atd-2024-0024.

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Abstract Introduction: This research aims to discover the role of collegiality, as one of the internationally recognized tools for continuous professional development, in the professional growth journey of both novices and experts to give an insight into how effective, forming and maintaining healthy positive relationships, is to novice teachers per se. Methods: The research used a mixed-method approach to investigate the research questions. It included 18 teachers from the Department of English, Blida2 University; 8 novices, and 10 experts. The research used two questionnaires; one dedicated

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Goolsby, Thomas W. "A Comparison of Expert and Novice Music Teachers' Preparing Identical Band Compositions: An Operational Replication." Journal of Research in Music Education 47, no. 2 (1999): 174–87. http://dx.doi.org/10.2307/3345722.

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This replication is the third causal-comparative study of expert and novice instrumental music teachers seeking to determine characteristics that may define successful, outstanding band directors, using methodology refined in two previous studies (Goolsby, 1996, 1997). Here, 10 expert and 10 novice teachers prepared an identical composition for a rated performance. A total of 216 rehearsals were analyzed to establish frequency distributions for 30 teaching and performance variables and for sequential patterns of instruction. Results showed that novices used more time overall and spent more tim

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Bettini, Elizabeth A., Nathan D. Jones, Mary T. Brownell, Maureen A. Conroy, and Walter L. Leite. "Relationships Between Novice Teachers’ Social Resources and Workload Manageability." Journal of Special Education 52, no. 2 (2018): 113–26. http://dx.doi.org/10.1177/0022466918775432.

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Novice special education teachers (SETs) consistently report feeling overwhelmed by their workloads, and their perceptions of their workloads predict outcomes of concern, such as burnout and plans to quit teaching. Yet, to date, research provides few insights into feasible strategies school leaders could use to help novices better manage workloads. Therefore, we examined how school social resources contribute to novice SETs’ and general education teachers’ (GETs) perceptions of workload manageability. We found that novice SETs’ perceptions of workload manageability were predicted by instructio

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Ally, Mussa Shabani, and Daphina Libent-Mabagala. "Examining the Effectiveness of Mentoring Process in Developing Teaching Competencies of Secondary School Novice Teachers: A Case of Mbeya Region in Tanzania." European Journal of Education and Pedagogy 3, no. 3 (2022): 156–59. http://dx.doi.org/10.24018/ejedu.2022.3.3.355.

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Mentoring programmes are cost effective for both novices and practicing secondary school teachers as when carried out earlier, become competent and confident. Yet, a few studies have been conducted in Tanzania in particular Mbeya region on the matter. The study examined the effectiveness of mentoring process in developing teaching competencies of the secondary school novice teachers in Mbeya region, Tanzania. Padua’s theory, Social cognitive theory and Herzberg two factor theories guided the study. Case study design with mixed approaches was used. A sample size of 110 novice and experienced te

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Khan, Aftab, Farooq Nawaz Khan, Sajjad Hussain, Fazal Wajid, and Noor Ul Ahad Mian. "Bridging the Gap: Exploring Professional Expectations of Novice Teachers from Veteran Secondary School Teachers." Knowledge 4, no. 1 (2025): 105–15. https://doi.org/10.63062/tk/2k24a.31040.

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This paper explores the professional expectations of novice teachers from veteran secondary school teachers and their effect on the workplace environment. The research methodology was based on the qualitative-interpretive approach. The participants were 10 novice teachers from different Government High Schools, and thematic analysis was conducted. The findings described a gap between novice teachers' expectations from veteran teachers and its effect on the workplace environment in case of a shortfall of expectations. The researchers recommend focusing on an individual guidance program for ever

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Hamdan, Norhaiza, Juliana Othman, and Yueh Yea Lo. "ENHANCING ESL NOVICE TEACHERS’ PROFESSIONAL DEVELOPMENT: ROLES OF PEERS IN OBSERVATIONAL LEARNING THROUGH PEER MENTORING." LLT Journal: A Journal on Language and Language Teaching 27, no. 2 (2024): 866–77. http://dx.doi.org/10.24071/llt.v27i2.8411.

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The transition from pre-service training to real-world classrooms can be daunting for novice English as a Second Language (ESL) teachers. A qualitative multiple-case study approach was employed to determine the impact of peer mentoring on ESL teachers’ professional development through mutual classroom observations. Specifically, peer mentors’ guidance on novice ESL teachers in developing effective instructions was appraised by applying Lortie’s (1975) apprenticeship of observation. The data were collected through interviews with three novice ESL teachers from public primary schools who partici

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İLÇİN, Mehmet, and Mustafa SARIGÜL. "Novice Teachers' Views on the Effectiveness of the Novice Teacher Training Program." Journal of Elementary Education: Theory and Practice (JELEDU) 1, no. 1 (2023): 83–133. https://doi.org/10.5281/zenodo.8406427.

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The main purpose of this study is to determine the opinions of novice teachers about the effectiveness of the novice teacher training program. In line with this purpose, the opinions of novice teachers on the effectiveness of the sub-steps of the process (lesson planning/preparation/evaluation, lesson practice, lesson monitoring, in-school observation and practices, out-of-school activities, in-service trainings, forms, reading books and watching movies, evaluation process) and the contributions of mentor teachers and school administrations to their personal and professional development were t

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Ewing, Lee-Ann. "Mentoring novice teachers." Mentoring & Tutoring: Partnership in Learning 29, no. 1 (2021): 50–69. http://dx.doi.org/10.1080/13611267.2021.1899585.

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Paula, Līga, and Aiga Grīnfelde. "THE ROLE OF MENTORING IN PROFESSIONAL SOCIALIZATION OF NOVICE TEACHERS." Problems of Education in the 21st Century 76, no. 3 (2018): 364–79. http://dx.doi.org/10.33225/pec/18.76.364.

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Entering teaching profession is considered as the most determining stage in a teacher’s professional life. The aim of this research is to explore opinions of novice teachers in Latvia about the role of mentoring in their professional socialization. The following research questions were defined: (1) what difficulties novice teachers faced during their in-service experience? (2) what support novice teachers needed when they started teaching? (3) what the role of mentoring in teachers’ professional socialization is? Qualitative research design was developed for the research. Empirical data were o

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Li, Ru. "Mentoring as a Supportive Way for Novice Teachers in Foreign Language Teacher Development: A Case Study in an Ethnic College in China." Journal of Language Teaching and Research 7, no. 2 (2016): 318. http://dx.doi.org/10.17507/jltr.0702.10.

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Mentoring has been explored from various perspectives under different theoretical frameworks. The situation-based mentoring brings a lot of possibilities and sustainabilities to the student teachers. Given the overview on the literature of mentoring, it can be found that the research about mentoring mainly is concerned with English-speaking countries such as US and UK and populates in general teacher education. The research in subject-specific field receives scant attention, such as in Foreign Language Teacher Development (hereafter, FLTD). Finding few reports from China, especially about the

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Lim, Sungman, and Soyoung Yun. "NARRATIVES OF THREE NOVICE IN-SERVICE SCIENCE PRIMARY SCHOOL TEACHERS: THEIR JOURNEY OF ACHIEVING TEACHER AGENCY AND TEACHER BELIEF." Journal of Baltic Science Education 21, no. 6 (2022): 1040–51. http://dx.doi.org/10.33225/jbse/22.21.1040.

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This study explores the phenomenon of 'school adaptation of novice primary school teachers' in the process of entering their actual primary school field. This study also studies the achievement of teacher agency and their teacher belief establishment procedure as novice teachers, not only in the actual teaching context but also as teachers who faced a special situation where their given role was different from what they learned from their university life. This study used a 'narrative' methodology. Narrative inquiry starts with 'researcher's narrative', which begins with the researcher's own st

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Huang, Jing, Kenny Yau Ning Lock, and Feng Teng. "Autonomy in English Language Teaching: A Case Study of Novice Secondary School Teachers in Hong Kong." Chinese Journal of Applied Linguistics 42, no. 1 (2019): 3–20. http://dx.doi.org/10.1515/cjal-2019-0001.

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Abstract Following years of pre-service teacher education, novice teachers are often enthusiastic about embarking on the journey in the teaching profession. However, they may not always possess the internal capacity and institutional support to take effective control of their teaching. This paper reports on a case study of the teaching lives of two novice secondary school ESL (English as a second language) teachers in Hong Kong, drawing on qualitative data gathered through individual face-to-face interviews, and supplemented by email exchanges and telephone conversations, over a one-year perio

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Haverly, Christa, Angela Calabrese Barton, Christina V. Schwarz, and Melissa Braaten. "“Making Space”: How Novice Teachers Create Opportunities for Equitable Sense-Making in Elementary Science." Journal of Teacher Education 71, no. 1 (2018): 63–79. http://dx.doi.org/10.1177/0022487118800706.

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Scholarly calls to reform science education for all students emphasize scientific sense-making. Despite the importance of sense-making, few strategies exist to help novice teachers learn to notice and respond equitably to students’ scientific sense-making in elementary science. In this article, we report on a qualitative case study in which we investigated sense-making moments that occurred when novice teachers facilitated classroom discussions. Findings suggest that when novice teachers made space in class discussions for sense-making—for example, by trying different responses to clarify stud

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강경희. "Novice Science Teachers' Perceptions on Teacher Mentoring." Journal of Research in Curriculum Instruction 22, no. 1 (2018): 29–37. http://dx.doi.org/10.24231/rici.2018.22.1.29.

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Bakar, Ab Rahim, and Shamsiah Mohamed. "Teacher Efficacy Beliefs Among Novice Malaysian Teachers." International Journal of Learning: Annual Review 16, no. 5 (2009): 497–510. http://dx.doi.org/10.18848/1447-9494/cgp/v16i05/46267.

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ÖZDEMİR, Neslihan, and Paşa Tevfik CEPHE. "Teacher Burnout among Novice English Teachers in Turkish State Schools." International Journal of Language Academy 13/2, no. 54 (2025): 118–27. https://doi.org/10.29228/ijla.81490.

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In recent years, educational researchers have significantly emphasized teachers' psychological well-being. The concept of "teacher burnout" has gained prominence in studies related to foreign language teaching. It has been noted that teachers frequently experience burnout, especially during the early stages of their careers. However, the literature on burnout in foreign language teachers reveals that only a few studies have explored the connection between educational background and teacher burnout. The issue of educational background gains greater significance in the Turkish context, where gra

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Lee, Choon-ja. "An analysis of the experiences of Kindergarten Teachers Participating in Novice Teacher Education using Mentoring." Korean Journal of Teacher Education 39, no. 6 (2023): 87–105. http://dx.doi.org/10.14333/kjte.2023.39.6.04.

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Purpose: The purpose of this study was to analyze the experiences of teachers who participated in novice teacher education and present the study’s implications for rethinking what content should continue to be emphasized and systematically supported in novice teacher education. Methods: A teacher who participating in a study is one novice teacher, as is a kindergarten teacher affiliated with C University. The researcher is a professor and director of C University, with 27 years of teaching experience, and conducted the novice teacher education program for 16 weeks. The methods of novice

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Ghimire, Nani Babu. "Teacher education courses: Are they germane to classroom practice for novice teachers?" Journal of NELTA 23, no. 1-2 (2018): 105–15. http://dx.doi.org/10.3126/nelta.v23i1-2.23354.

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The article analyses novice teachers’ perception on the pre-service teacher education courses of English at Tribhuvan University (TU) and to describe their beliefs and satisfaction on teaching profession. It also aims to describe novice teachers’ practice to implement the acquired knowledge and skills of these courses in their teaching field. Narrative inquiry was adopted as a research method and three novice teachers of community school of Sindhuli were selected as informants following purposive sampling technique. The semi-structured interview was used in order to elicit in depth data from t

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Ahn, Kyungja. "Novice elementary teachers’ experiences and perceptions of English teacher education and English language teaching." Korea Association of Primary English Education 30, no. 2 (2024): 5–31. http://dx.doi.org/10.25231/pee.2024.30.2.5.

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This study aimed to explore elementary teachers’ experiences and perceptions of English in-service teacher education and English language teaching. Fifty elementary English teachers took part in the survey. Of these, ten teachers were involved in the focus group research. Their interviews, reflection journals, and lesson observations and analyses were collected. Data were analyzed through a mixed-method approach, primarily qualitative with quantitative methods as needed. The results are as follows: First, novice teachers found that the provision of English courses in novice teacher training wa

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Chyra, Magdalena, and Andrzej Czerkawski. "Signs of Mobbing Executed on Novice Teachers." New Educational Review 24, no. 2 (2011): 173–83. https://doi.org/10.15804/tner.11.24.2.013.

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The presented article presents the results of the poll research conducted among novice teachers who experienced mobbing. The mobbing phenomenon in the workplace of various institutions always negatively affects the inter-personal relations as well as the work atmosphere. The research results prove that the most often applied mobbing actions towards novice teachers are the following: impersonal allusions, criticism of the work performed, lowering of professional competences and self-esteem, overburdening with tasks and taking back the previously ordered work. Novices often agree to such a situa

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Daib, Al-Khansaa, and Edna Green. "Unleashing the Power of Love, Passion, Creativity, and Humanity in Novice Teachers' First Year." Journal of Education and Practice 8, no. 2 (2024): 1–27. http://dx.doi.org/10.47941/jep.1745.

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Purpose: This study explores the transformative impact of novice teachers who employ innovative methods and approaches to forge deep, meaningful connections with their students during their first year of teaching. Methodology: The present study employed a qualitative methodology. Seventeen novice teachers participated in comprehensive, in-depth interviews. After transcribing the interviews, a content analysis approach was employed to identify and define meaningful units pertaining to the symbiotic relationship between novices and their students. Findings: The findings reveal an ext

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Idrus, Ridwan Laode, Baharullah Baharullah, and Sitti Fithriani Saleh. "Technological Pedagogical Content Knowledge (TPACK) Profile Elementary School Teachers on Geometry Materials Judging from Teaching Experience." Buana Pendidikan Jurnal Fakultas Keguruan dan Ilmu Pendidikan 18, no. 2 (2022): 224–34. http://dx.doi.org/10.36456/bp.vol18.no2.a5422.

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This study aims to describe the teacher's TPACK profile on geometry material in terms of teaching experience in each TPACK component consisting of: (1) Kindergarten; (2) CK; (3) PK; (4) TPK; (5) TCK; (6) PCK; and (7) TPACK. This research was conducted at SD Negeri Sungguminasa IV, Gowa Regency using a qualitative descriptive method with data collection techniques through observation and interviews with experienced and novice teachers. The results of the study show that: (1) TK beginners and experienced teachers have the same ability to understand and utilize technology; (2) CK for beginners an

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Kurniawati, Sri, Ria A. Asih, and Sudiran Sudiran. "Unveiling the Dual Facet EFL Novice Teachers’ Identity Construction: Professionalism and Religious Identity." Tarbawi : Jurnal Ilmu Pendidikan 20, no. 1 (2024): 15–31. http://dx.doi.org/10.32939/tarbawi.v20i1.3826.

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Teacher’s identity is crucial for the development of a professional teacher in education. It evolves through a continuous process of refinement and adaptation. Nevertheless, the construction of novice teachers’ professional identity in Islamic Junior High Schools, especially in the Indonesian context, is under-explored. Thus, this study aims to explore the development of English teachers’ professional identities and the integration between such identities and Islamic values as their religious beliefs in teaching in Islamic Junior High Schools. The narrative inquiry method was employed by three

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Johnson, Harlan R. "Help for Novice Teachers." NASSP Bulletin 70, no. 489 (1986): 117. http://dx.doi.org/10.1177/019263658607048926.

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Edwin, V. Anchet, Ann D. Escoba May, C. Gonzalo Romnick, and A. Sarmiento Elizabeth. "5 C's of Novice Elementary Head Teachers Instructional Coaching for Beginning Teachers." INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY RESEARCH AND ANALYSIS 07, no. 07 (2024): 3077–82. https://doi.org/10.5281/zenodo.12650873.

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In the Philippine educational setting, novice elementary head teachers face the challenge of providing instructional coaching to beginning teachers. These head teachers, with three years or less of experience in their roles, must demonstrate their competence and effectiveness during this period. This study strived to determine the challenges of novice elementary head teachers in practicing instructional coaching for beginning teachers. The participants of the study were three (3) novice elementary school heads in the 2nd District of Ilocos Sur who participated voluntarily. This qualitative stu

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Chen, Yiqi, and Chu Shi Wei. "Changes in Teacher Beliefs and Identity of In-Service TESOL Novice Teachers." English Teacher 54, no. 1 (2025): 56–78. https://doi.org/10.52696/hbzz4413.

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There is a limited body of research that explores the issues encountered by teachers during their first year and how their problem-solving approaches influence the formation of their teacher identity and beliefs, especially in the context of education in Malaysia. The purpose of the study is to explore novice TESOL teachers’ experiences to understand changes in in-service TESOL teachers’ beliefs and how they influence their teacher identity. The research paradigm employed for this study is rooted in the interpretive paradigm, specifically adopting a qualitative case study approach, and will be

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Pratiwi, Enditiyas, A. Wilda Indra Nanna, Dedi Kusnadi, Irianto Aras, Dian Kurniati, and Percy Sepeng. "Self-confidence attitude of novice primary teachers reflection on teaching mathematics." Jurnal Elemen 8, no. 1 (2022): 1–15. http://dx.doi.org/10.29408/jel.v8i1.4022.

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The teacher’s attitude towards mathematics teaching is seen as an essential factor in forming students’ attitudes towards mathematics. However, no one has extensively described the reflection of teachers’ self-confidence in teaching mathematics, especially for novice primary teachers. Therefore, the purpose of this study sought to describe a reflection of the self-confidence attitude of novice primary teachers in teaching mathematics. A questionnaire based on novice primary teachers’ teaching experience was administered to a total of 28 novice primary teachers (N = 22 males, N = 6 females) con

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Dagnew, Asrat, and Aster Asrat. "Survey of mentors’ roles in guiding and supporting novice teachers in Dangila district elementary schools, Ethiopia." Global Journal of Guidance and Counseling in Schools: Current Perspectives 9, no. 2 (2019): 80–89. http://dx.doi.org/10.18844/gjgc.v9i2.4303.

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The purpose of this study was to assess the roles and responsibilities of mentors in guiding and supporting novice teachers in primary schools of Dangila district. In doing so, an attempt was made to answer the basic questions; Do mentors guide and support novice teachers effectively? What are the conditions that affect the mentoring relationship between mentors and novice teachers? Is there a healthy relationship between mentors and novice teachers? And what are the major problems facing novice teachers? The method used to conduct this study was descriptive survey. Fourteen primary schools in

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Scales, Roya Q., Thomas DeVere Wolsey, Susan Lenski, et al. "Are We Preparing or Training Teachers? Developing Professional Judgment in and Beyond Teacher Preparation Programs." Journal of Teacher Education 69, no. 1 (2017): 7–21. http://dx.doi.org/10.1177/0022487117702584.

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This three phase longitudinal multiple-case study, framed by positioning theory, investigated how four novice teachers learned to use professional judgment in their literacy instruction. Data sources from coursework, student teaching, and novice teaching were included. Interviews, observations, researchers’ observational notes, and school and classroom demographics were compiled and analyzed to create case reports. Findings indicated while they differed in their use of professional judgment as novice teachers, participants learned this skill in student teaching rather than in coursework, which

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Supramaniam, Kaarthiyainy, Mohamad Idham Md Razak, and Nalini Arumugam. "Changing Identities in Community of Practice: Expert Teachers to Novice Researchers." Asian Journal of University Education 16, no. 2 (2020): 59. http://dx.doi.org/10.24191/ajue.v16i2.10297.

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Teachers and researchers are said to belong to two distinct communities of education. At the university, academics are required to engage in research work which could be a relatively new experience for teachers who had solely focused on teaching after joining the universities. Hence the purpose of this qualitative research is to shed some light on the tensions that are created and experienced by novice researchers at the university whose previous careers were as teachers in schools. Two lecturers, Gina and René, were purposely selected to investigate the phenomenon of changing identities from

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Shi, Jing. "A Critical Analysis of the Assessment for Micro-teaching Program for English Language Teachers in the Secondary Education in Mainland China." Theory and Practice in Language Studies 10, no. 2 (2020): 168. http://dx.doi.org/10.17507/tpls.1002.04.

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Significant effort has been made to support pre-service and novice teacher learning abroad; however, not enough attention has been paid to promoting pre-service and novice teacher learning via collaboration with peer teachers and more expert educators at secondary education level in the context of mainland China. In order to facilitate this type of teacher collaboration and provide necessary support for pre-service and novice English language teachers in high schools in the southern part of China, a micro-teaching program has been incorporated into the pre-service training for these novice tea

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Putri, Natalia Destiana, Concilianus Laos Mbato, and Ouda Teda Ena. "Novice Teachers' Critical Incidents and Motivation to Choose Teaching Professions: A Study of Teacher Professional Identity Construction." Pedagogy : Journal of English Language Teaching 13, no. 1 (2025): 1–18. https://doi.org/10.32332/95z9xb80.

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Novice teachers, who are in the initial stages of their career as educators, may exhibit a propensity for uncertainty regarding the execution of their professional responsibility. This is particularly dependent on their motivation and experiences accrued throughout their teaching journey. Consequently, novice teachers must engage in reflective practices concerning their professional experiences which involve their beliefs, motivations, and significant incidents that shape their professional identity development. This study involved three EFL novice teachers in elementary schools who are in the

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FERSAOUI, Imane, and Hayat MESSEKHER MESSEKHER. "Coming into Teaching: The Impact of the Profession on Novice Teachers’ Feelings, Identities, and Wellbeing." Journal of Languages and Translation 5, no. 1 (2025): 137–51. https://doi.org/10.70204/jlt.v5i1.437.

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Teaching is considered a difficult, demanding, and exhausting job. The interplay of several features, components, and hardships in the profession renders its sustainment arduous. Often, teachers have to learn and re-learn on the job, thus undergoing multi-layered transformations that provoke many tensions. Drawing upon the existing literature and a mixed-method study, this article examines the influence of the teaching profession on novice teachers’ feelings, identities (professional and personal), and wellbeing. To collect data, a cohort of novice Algerian EFL teachers participated in the exp

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De Klerk, Edwin Darrell, and June Monica Palmer. "Navigating a Path of Uncertainty: Profiling Novice Teachers as Adaptive Leaders IAFOR Publications on December 10, 2024." IAFOR Journal of Education 12, no. 3 (2024): 299–323. https://doi.org/10.22492/ije.12.3.12.

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Increasingly, novice teachers function in complex learning environments that require heightened resilience and making calculated, sometimes unexpected decisions. Undoubtedly, novice teachers in the African context must adapt to the persistent weaknesses of inadequate education systems, characterized by underperforming learners, high learner drop-out rates, limited resources, and possible un-employability after completing their studies. In exploring the realities of novice teachers in two provinces of South Africa, this paper aimed to understand how novice teachers’ adaptive leadership ability

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Moslehi, Parvinsadat, and Hadi Salehi. "Relationship between Reflective Teaching and Teacher Autonomy among Iranian EFL Experienced and Novice Teachers." Journal of Practical Studies in Education 2, no. 5 (2021): 1–10. http://dx.doi.org/10.46809/jpse.v2i5.28.

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The present study was an attempt to examine the relationship between reflective teaching and teacher autonomy among Iranian EFL experienced and novice teachers. The study was conducted with a sample of 100 EFL teachers that were selected by convenience sampling from language institutes in Isfahan, Iran. In order to neutralize the role of gender, as an intervening variable, an equal number of male and female participants were invited to take part in the study. Out of participants, 50 of them were experienced and 50 were novice teachers (those teachers who had fewer than five years and more than

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Diasti, Krismalita Sekar. "Constructing Professional Identity: Investigating Stress Factors and Resilience Experienced by EFL Novice Teachers." Scholaria: Jurnal Pendidikan dan Kebudayaan 11, no. 1 (2021): 1–10. http://dx.doi.org/10.24246/j.js.2021.v11.i1.p1-10.

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Several studies show that EFL novice teachers often feel stress as they encounter shock from the rapid shift of a student to a teacher. Stress experienced by EFL novice teachers occurs because of internal or external factors. Stress which cannot be regulated will result in teacher burnout that can lead them to leave the profession. This qualitative study intended to investigate EFL novice teachers’ stress factors and coping strategies which influence their professional identity construction. The data was obtained by conducting an in-depth interview with three EFL novice teachers. The findings

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Nurlatifah, Azmi, Rajji K. Adireja, and Wahid Hasim. "UNREVEALING THE CHALLENGES OF NOVICE ENGLISH TEACHERS IN ENGLISH TEACHING." English Education and Applied Linguistics Journal (EEAL Journal) 4, no. 3 (2021): 246–52. http://dx.doi.org/10.31980/eealjournal.v4i3.1892.

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This study aims to unrevealing the challenges of novice English teachers in English teaching. This research was used qualitative method. The writer used the case study design. The instrument for collecting the data through interviews. This study was conducted in some junior high school in Garut areas, West Java. It is located around rural area. The participants were selected utilizing the purposive sampling method. The findings showed that novice English teachers have some challenges in English teaching. First, novice teachers were difficulty implemented their knowledge in the world of work. S

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Zhukova, Olena. "NOVICE TEACHERS' BELIEFS ABOUT PROBLEM-BASED LEARNING APPROACH, AND TEACHING PRACTICES." CBU International Conference Proceedings 5 (September 23, 2017): 901–9. http://dx.doi.org/10.12955/cbup.v5.1046.

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This article presents the results of the pilot study conducted with the aim to examine novice teachersâ€™ pedagogical beliefs and challenges regarding the implementation of a problem-based learning (PBL) approach in the EFL classroom. The relationship and discrepancies between novice teachersâ€™ pedagogical beliefs and actual classroom practices were also investigated. In total 25 novice teachers of English as a foreign language (EFL) with up to 3 years of teaching experience participated in the study. The data for the present study were collected from face-to-face semi-structured interviews a

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Chandran, Vishin Nair, Intan Safinas Mohd Ariff Albakri, Siti Shuhaida Shukor, et al. "Malaysian English language novice teachers’ challenges and support during initial years of teaching." Studies in English Language and Education 9, no. 2 (2022): 443–61. http://dx.doi.org/10.24815/siele.v9i2.22974.

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This study investigates the challenges encountered by Malaysian English language novice teachers throughout the initial years of their teaching. This study also explores the support received by these novice teachers at the beginning of their careers. The mixed-method research design was adopted for this study. A number of 80 novice teachers participated in the study. Data were collected through a questionnaire survey and an interview with five novice teachers. The findings indicated that the most frequent challenges faced by the novice English language teachers were (1) workload challenges, (2

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Saleem, Ayesha, Yaar Muhammad, and Sajid Masood. "Classroom Management Challenges and Administrative Support in Elementary Schools: Experiences of Novice Public-School Teachers." UMT Education Review 3, no. 2 (2020): 29–46. http://dx.doi.org/10.32350/uer.32.02.

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The purpose of this study was to explore classroom management challenges that novice teachers experienced in their early years of profession. Moreover, this study explored the administrative support novice teachers received from school administration concerning classroom management. We drew on interview data to explore novice teachers' experiences who had less than three years of experience during their first job in public elementary schools. The data were collected through semi-structured interviews with a purposive sample of ten novice teachers. Thematic analysis was used to analyze the expe

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Saleem, Ayesha, Yaar Muhammad, and Sajid Masood. "Classroom Management Challenges and Administrative Support in Elementary Schools: Experiences of Novice Public-School Teachers." UMT Education Review 3, no. 2 (2020): 29–46. http://dx.doi.org/10.32350/uer.32.02.

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The purpose of this study was to explore classroom management challenges that novice teachers experienced in their early years of profession. Moreover, this study explored the administrative support novice teachers received from school administration concerning classroom management. We drew on interview data to explore novice teachers' experiences who had less than three years of experience during their first job in public elementary schools. The data were collected through semi-structured interviews with a purposive sample of ten novice teachers. Thematic analysis was used to analyze the expe

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Petrakis, Elizabeth. "Analysis of Visual Search Patterns of Dance Teachers." Journal of Teaching in Physical Education 6, no. 2 (1987): 149–56. http://dx.doi.org/10.1123/jtpe.6.2.149.

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This investigation analyzed the visual search patterns of novice and expert dance teachers when viewing a live performance of a dance composition. The hypotheses tested were that (a) experts would not differ from novices in the number of eye fixations and duration of each, (b) the number of fixations and duration of each would differ between dances, and (c) expert teachers’ search patterns would differ from those of novice teachers. The subjects were four experts who averaged 25.5 years of teaching, and five novice teachers who averaged 2.4 years. To determine the ocular fixation and scanning

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Gibbons, Scott. "A Critical Period in Becoming a Teacher: How Novice Teachers Develop Their Professional Identity." Journal of Education and Culture Studies 4, no. 4 (2020): p66. http://dx.doi.org/10.22158/jecs.v4n4p66.

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It is important to understand how teachers develop their professional identity because teacher educators and supervisors can take necessary steps to ensure novice teachers are provided necessary opportunities to cultivate their identity. This article examines research on professional identity development and explains how teachers develop their professional identity and why it is important for mentors to aid in the development process. This article draws on previous research to both define professional identity and explore the many aspects that lead to identity development in novice teachers. F

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Hutauruk, Desi Ramadali, and Farida Refelitawaty Br. Kembaren. "TEACHERS’ PERCEPTION ON REFLECTIVE TEACHING PRACTICE IN ENGLISH FOREIGN LANGUAGE (EFL) CLASSROOM: A CASE STUDY OF ENGLISH NOVICE TEACHER." ELP (Journal of English Language Pedagogy) 9, no. 1 (2024): 89–102. http://dx.doi.org/10.36665/elp.v9i1.883.

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The aim of this research was to explore the perceptions of English novice teachers regarding reflective teaching practices in EFL classrooms in rural schools. The study employed a qualitative description with a case study design as the research method, and data collection was conducted online through semi-structured interviews and reflective journals with five English novice teachers selected through convenience sampling at the secondary school level. The findings revealed that novice English teachers had positive perceptions regarding the implementation of reflective teaching practices. Engli

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Abdul Karim, Aishah Hanim, and Nurul Atiqah Mashudi. "Exploring Teacher Efficacy Beliefs from The Perspectives and Experiences of Novice Malaysian Teachers." Malaysian Journal of Qualitative Research 08, no. 02 (2022): 5–17. http://dx.doi.org/10.61211/mjqr080201.

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Developing a high level of efficacy can be challenging for teachers with three or fewer years of teaching experience. Therefore, there is a need to understand which learning experiences contribute to the formation of teachers’ efficacy beliefs during the first three years of teaching in educational settings. This study aims to explore and identify the factors that influence novice teachers’ efficacy beliefs during the initial years of their careers. In-depth semi-structured interviews with three full-time teachers in the state of Pahang, Malaysia, who have been teaching for 1 to 3 years in pub

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Deng, Chao, and Shiqi Li. "Chinese Novice Kindergarten Teachers' Difficulties in the Cultivation of Children's Approaches to Learning." Advances in Education, Humanities and Social Science Research 1, no. 1 (2022): 273. http://dx.doi.org/10.56028/aehssr.1.1.273.

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Approaches to learning has an important impact on children's lifelong learning and development. Kindergarten teachers should be able to cultivate and support children's approaches to learning, but novice teachers face many difficulties in educational practice. This research adopted interview with 13 kindergarten novice teachers in Chongqing, and aimed to understand the novice teachers’ difficulties. Four difficulties for novice teachers were found: the cognitive degree is uneven; the strategic reserve of approaches to learning is insufficient; low professional promotion initiative, and lack of

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Mulyaningsih, Dini Utami, and Riyadh Ahsanul Arifin. "TEACHER PROFESSIONAL DEVELOPMENT: A STUDY OF MOTIVATING FACTORS BETWEEN NOVICE AND EXPERIENCED TEACHERS." JEPAL (Journal of English Pedagogy and Applied Linguistics) 2, no. 1 (2021): 1–11. http://dx.doi.org/10.32627/jepal.v2i1.57.

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Motivation is one of crucial factors to teachers during their professional development. It is well established that motivation can positively increase their growth professionally. This study aimed to find out motivating factors between novice and experienced teacher. In this context, novice teacher is a teacher who has less than 5 years teaching experience while experienced teacher is a teacher who has more than 5 years’ experience. This research employed descriptive study, involving 4 teachers. A questionnaire and a semi structured interview were employed to gain the data. The data were analy

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AL-Naimi, Shaikha R., Michael H. Romanowski, and Xiangyun Du. "Novice Teachers’ Challenges and Coping Strategies in Qatari Government Schools." International Journal of Learning, Teaching and Educational Research 19, no. 9 (2020): 118–42. http://dx.doi.org/10.26803/ijlter.19.9.7.

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This study examined the challenges novice teachers encountered in Qatari government schools and the coping strategies they adopt. A qualitative study was conducted using semi-structured interviews with 15 novice teachers during their initial years of teaching. The findings demonstrated that most participants faced several personal challenges and other challenges within and beyond the school. Findings also indicated that these teachers confronted these challenges using various coping strategies. The challenges facing novice teachers include teaching and classroom, government, and administrative

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