Making a Debut in Teaching: Uncovering Prospective Teachers' First-time Teaching Experiences in Schools

2021

GSSR

Self Cite

Novice-expert school teachers' conflicts and support significantly contribute to the working relationship, teaching performance and retention. The present study aims to phenomenologically analyze novice-expert school teachers' experiences of mutual support and conflicts and how it helps their professional development. Seven expert and seven novice teachers were purposively selected from private and public schools from a district located in Punjab, Pakistan, who were interviewed to gain an insight into the phenomenon. The collected data were transcribed and analyzed employing thematic analysis guided by the selected qualitative approach. It was revealed from the themes and sub-themes that novice teachers get support from the expert teachers, and they developed self-confidence and techniques to manage a classroom, solve students' problems and adjust themselves in the school successfully. The study implies that the conflicts between novice and experienced teachers can be resolved through promoting mutual understanding, cooperation, and communication.

Section: Introductionmentioning

confidence: 99%

A Qualitative Analysis of the Support and Conflicts of the Novice-Expert School Teachers

Noor

2021

GSSR

Self Cite

“…Mutual learning between newly inducted and experienced teachers has been a very attractive topic to be researched. It is due to the importance of mutual learning in the school rather than the learning itself (Gilani et al, 2020: Hassan et al, 2019Lazarova et al, 2012;Waheed et al 2020). It is learning between the experienced and newly inducted teachers in the school formally or informally.…”

Section: Introductionmentioning

confidence: 99%

Newly Inducted and Experienced Teachers' Working Relationships: What can they learn from each other?

Noor

2021

GSR

Self Cite

Many teachers are recruited to meet the needs of the increased number of students in the schools. The nature of newly inducted and experienced teachers working relationships determine the academic environment of the school. The present study aims to interview newly inducted and experienced teachers to understand how both the teachers establish relationships and what they can learn from each other during their professional duties. Seven teacher participants from each of the newly inducted and experienced teachers were selected working in public and private sector schools of a large district in Pakistan. The participants were selected purposively, and the data collected through interviews were analyzed using the line-by-line approach for coding the data and formulating the themes and sub-themes. The themes reflected that newly inducted and experienced teachers had supportive relationships and learned from each other. The newly inducted teachers learned teaching strategies, classroom management, and knowledge about the school and students from the experienced teachers, and the experienced teachers learned how the teachers should be friendly with the students.

Expectations of PhDs Working in a Challenging School Environment: Results from a Qualitative Study

Saqib³

2021

JBSEE

It is fortunate or unfortunate that PhDs are working as school teachers at different levels. It may be predicted that many PhD degree holders will be ready to join the School Education Department in near future while many graduates are completing their PhDs. The present study purports to explore expectations of PhDs working as school teachers and investigating the challenges they face while teaching in various schools of Punjab, Pakistan. Participants’ lived experiences of working in school were examined through the phenomenological approach of qualitative research. For this purpose, eleven PhDs were approached through a snowball sampling to gather data employing interviews on the phenomenon. The results emerged in the form of themes and sub-themes that include relationships with the school comminates, PhD teachers’ expectations (sub-themes: expectations from students and colleagues, expectations from education authorities, and expectations for professional development), and challenging school environment. The study implies the recognition of PhDs working as school teachers, their professional satisfaction and service structure and their appropriate placement in the education system.