Year 2018, Volume 4, Issue 12, Pages 278 - 282 2018-12-28


Pelin Hamurabi Sözen [1]

18 155

The first year of a teacher’s career has a great importance since it gives a clue whether the teacher will stay in the field or not.  Novice teachers’ step into professional life from graduation might be worrying, because there is no gentle adaptation period into teaching profession. At the first day of school, the novice teacher has to stand in front of students. The novices should teach like experienced teachers, in addition have many roles. The expectation from both teachers is same. The novice is expected to learn the school environment, policies and procedures while becoming familiar with curriculum, testing and school. There are some issues in the class atmosphere as well like, students at different levels, pacing speed, workload, communicate with parents and students. Teachers may need a survival kit between their background knowledge, training and the realities of the classroom. Entering classroom with lack of experience can cause negative feelings for new educators. This can lead to a feeling of isolation which may later result in unwanted situation like losing the teacher in the field of education.  When novice teachers feel overwhelmed by their practice that they need to improve upon, a training can ease their work and help them survive in the field.

novice teachers, challenges, experience, training
  • Achinstein, B., & Barret, A. (2004). (Re)Framing classroom contexts: How new teachers and mentors view diverse learners and challenges of practice. Teachers College Record, 106 (4), 716-746. Brannan, D., & Bleistein, T. (2012). Novice ESOL teachers’ perceptions of social support networks. TESOL Quarterly, 46 (3), 539-541. Danielson, C. (1999). Mentoring beginning teachers: The case for mentoring. Teaching and Change, 6, 251–257. Fantilli, R. & McDougall, D. E. (2009). A Study of novice teachers: Challenges and supports in the first years. Teaching and Teacher Education, 25(6), 825-841. Farrell, T. S. C. (2012). Novice-Service language teacher development: Bridging the gap between preservice and in-service education and development. TESOL Quarterly, 46(3), 435–449. Feiman-Nemser, S. (2001). From preparation to practice: Designing a continuum to strengthen and sustain teaching. Teachers College Record, 103, 1013–1055. Flores, M. A., & Day, C. (2006). Contexts which shape and reshape new teachers’ identities: A multi-perspective study. Teaching and Teacher Education, 22, 219–232. Hammerness, K., Darling-Hammond, L., & Bransford, J. (2005). How teachers learn and develop. In L. Darling-Hammond & J. Bransford (Eds.), Preparing teachers for a changing world (pp. 358–389). San Francisco, CA: Jossey-Bass. Haynes, L. (2011). Novice teachers' perceptions of their mentoring experiences. ProQuest Dissertations & Theses (PQDT). Retrieved from: Kim, K., & Roth, G. (2011). Novice teachers and their acquisition of work-related information. Current Issues in Education, 14 (1). Retrieved from Langdon, F. (2001). Principals’ perceptions of effective beginning teachers and the paradoxes, dilemmas and implications for educational cultures. Paper presented at the Annual Conference of the New Zealand Association for Research in Education, Christchurch, New Zealand. Le Maistre, C., & Pare, A. (2008). Whatever it takes: How beginning teachers learn to survive. Teaching and Teacher Education, 559-564. Retrieved from Mann, S. M., & Tang, E. H. H. (2012). The role of mentoring in supporting novice English language teachers in Hong Kong. TESOL Quarterly, 46(3), 472-495. McCann, T.M., & Johannessen, L.R. (2004). Why do new teachers cry? The Clearing House: A Journal of Educational Strategies, Ideas and Issues, 77 (4), 138-145. McCann, T.M., Johannessen, L.R., & Ricca, B. (2005). Responding to new: An in-depth study of novice high school teachers suggests key strategies to address their most pressing challenges. Educational Leadership, May, 30-34. Moir, E. (2009). Accelerating teacher effectiveness: Lessons learned from two decades of new teacher induction.Phi Delta Kappan, 91(2), 15-21. Öztürk, M. (2008). Induction into teaching: adaptation challenges of novice teachers. Unpublished Master’s Thesis. Middle East Technical University. Resnick, L. B. (1991). Shared cognition: Thinking as social practice. In L. B. Resnick, J. M. Levine, & S. D. Teasley (Eds.), Perspectives on socially shared cognition (pp. 1–20). Washington, DC: American Psychological Association. Richards, J. C. (1998). Beyond training. Cambridge, Cambridge University Press. Richards, J. C.& Farrell, T. S. C. (2005). Professional development for language teachers: strategies for teacher learning. Cambridge: Cambridge University Press. Smith, T., & Ingersoll, R. (2004). What are the effects of induction and mentoring on beginning teacher turnover? American Educational Research Journal, 41(3), 681-714. Taneri, Pervin, Oya.(2004). A Study on Novice Classroom Teachers’ Problems with Regular and Alternative Certificates.Unpublished master’s thesis, Middle East Technical University, Ankara. Wang, J., Strong, M, & Odell, S. J. (2004). Mentor-novice conversations about teaching: a comparison of two U.S. and two Chinese cases. Teachers College Record, 106 (4), 775-813. Wonacott, M. E. (2002). Teacher induction programs for beginning CTE teachers. In brief: Fast facts for policy and practice. National Dissemination Center for Career and Technical Education, Columbus, OH. Yalçınkaya, M. (2002). Yeni öğretmen ve teftiş. Milli Eğitim Dergisi 150 (153-154). Retrieved from:
Primary Language en
Subjects Social
Journal Section Articles

Author: Pelin Hamurabi Sözen
Country: Turkey

Bibtex @research article { ijaedu478254, journal = {IJAEDU- International E-Journal of Advances in Education}, issn = {2411-1821}, eissn = {2411-1821}, address = {OCERINT International Organization Center of Academic Research}, year = {2018}, volume = {4}, pages = {278 - 282}, doi = {10.18768/ijaedu.478254}, title = {CHALLENGES OF NOVICE TEACHERS}, key = {cite}, author = {Sözen, Pelin Hamurabi} }
APA Sözen, P . (2018). CHALLENGES OF NOVICE TEACHERS. IJAEDU- International E-Journal of Advances in Education, 4 (12), 278-282. DOI: 10.18768/ijaedu.478254
MLA Sözen, P . "CHALLENGES OF NOVICE TEACHERS". IJAEDU- International E-Journal of Advances in Education 4 (2018): 278-282 <>
Chicago Sözen, P . "CHALLENGES OF NOVICE TEACHERS". IJAEDU- International E-Journal of Advances in Education 4 (2018): 278-282
RIS TY - JOUR T1 - CHALLENGES OF NOVICE TEACHERS AU - Pelin Hamurabi Sözen Y1 - 2018 PY - 2018 N1 - doi: 10.18768/ijaedu.478254 DO - 10.18768/ijaedu.478254 T2 - IJAEDU- International E-Journal of Advances in Education JF - Journal JO - JOR SP - 278 EP - 282 VL - 4 IS - 12 SN - 2411-1821-2411-1821 M3 - doi: 10.18768/ijaedu.478254 UR - Y2 - 2019 ER -
EndNote %0 IJAEDU- International E-Journal of Advances in Education CHALLENGES OF NOVICE TEACHERS %A Pelin Hamurabi Sözen %T CHALLENGES OF NOVICE TEACHERS %D 2018 %J IJAEDU- International E-Journal of Advances in Education %P 2411-1821-2411-1821 %V 4 %N 12 %R doi: 10.18768/ijaedu.478254 %U 10.18768/ijaedu.478254
ISNAD Sözen, Pelin Hamurabi . "CHALLENGES OF NOVICE TEACHERS". IJAEDU- International E-Journal of Advances in Education 4 / 12 (December 2018): 278-282.