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- Title
Hardships and Light - A process of development: A glance at novices' stories.
- Authors
Maskit, Ditza; Sinai, Noa
- Abstract
Entrance into the teaching profession is characterized by multifaceted fluctuations and turns. On the one hand, the literature indicates new teachers' satisfaction with their choice of profession, but on the other, studies indicate a high attrition rate among novice teachers. Similarly, alongside perceptions of professional development and positive emotions, which are the basis of success, first year teachers often experience difficulties and negative feelings. The present study focuses on ten stories of novices written during their first year of teaching. Looking inside these stories yields a unique opportunity to learn both about the world of novices and about the complexity of the teaching profession. In this regard, the findings indicate the complex process that novices experience during their first year of teaching. The findings reveal a unique model of novices' development through their first year: they start their work facing several kinds of difficulties, causing them to experience negative emotions. Those emotions motivate them to find new methods to cope with their difficulties: they use an introspective view and develop coping skills as a professional approach to engage with their new situation (of being novices). They develop action routines in their teaching which produce a change in their feelings. They succeed with their new methods, and experience a sense of professional development, as well as positive emotions which reinforce their choice and decision to become teachers. Despite initial difficulties and struggles, these novices complete their first year of teaching with feelings of professional growth and satisfaction with their choice of profession. Examining stories written by new teachers reinforces our belief and Kindergarten Teachers and new teachers, and receiving feedback from mentors. The study's findings emphasize the need for a deeper look at the process of integrating new educators and better accommodating the input and experiences of the interns and new teaching staff. Spotlighting the integration process into the teaching profession and reflecting on the employment framework of beginning teachers in terms of the scope of the positions offered them, may deepen the understanding of what happens as they enter the profession and thus improve the induction experience for future educators.
- Subjects
TEACHING; CAREER development; KINDERGARTEN teachers; DIFFERENTIATED teaching staffs; EDUCATORS
- Publication
Rav Gvanim: Research & Discourse, 2021, pXIII
- ISSN
2789-2050
- Publication type
Article