Challenging moments of novice teachers: survival strategies developed through experiences

Çakmak, Melek; Gündüz, Müge; Emstad, Anne Berit

doi:10.1080/0305764x.2018.1476465

Cited by 28 publications

(21 citation statements)

References 39 publications

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“…At the same time, beginning teachers may encounter emotionally challenging situations that interfere with their values, ideals and beliefs about good schools, teachers and teaching (e.g. Çakmak et al, 2019;Harmsen et al, 2018;Jokikokko et al, 2017;Pillen et al, 2013). Such challenges can, in turn, motivate them to engage in the direct-action strategy (Sharplin et al, 2011) of change advocacy (Lindqvist, 2019) as a way of dealing with their 'reality shock' (Caspersen & Raaen, 2014;Dicke et al, 2015) and maintaining their teacher ideals and standards.…”

Section: Discussionmentioning

confidence: 99%

“…They can be an active part in teachers' collaborative efforts, but mainly if more high-status teachers create the space for beginning teachers to initiate discussions of problems that they experience in practice (Sutton & Shouse, 2019). Schools can be understood as micro-political settings where informal power, coalitions and conflicts arise between different actors working in the school (Ball, 1987). Both the coping strategy of change advocacy and a micro-political lens (Achinstein, 2002) have been used as sensitising concepts in the study.…”

Section: Change Advocacy In a Specific School Settingmentioning

confidence: 99%

“…Beginning teachers may experience unexpectedly high psychological task/job demands (Harmsen et al, 2018), classroom management difficulties (Çakmak et al, 2019;Dicke et al, 2015;Voss et al, 2017), student aggression and misbehaviour (Aspfors & Bondas, 2013;Çakmak et al, 2019), poor school climate and relationships with colleagues (Harmsen et al, 2018), professional identity tensions and dilemmas (Aspfors & Bondas, 2013;Jokikokko et al, 2017;Pillen et al, 2013), struggling with instruction (Çakmak et al, 2019), and difficulties in meeting students' needs, including special needs (Aspfors & Bondas, 2013;Hyry-Beihammer et al, 2019). If they do not learn to deal with challenging and distressing situations in an effective way, these experiences might lead to teacher uncertainty (Caspersen & Raaen, 2014), feelings of helplessness (Pillen et al, 2013) and burnout (Harmsen et al, 2018;Sharplin et al, 2011;Voss et al, 2017), which, in turn, increase the risk of negative teaching behaviour and attrition (Harmsen et al, 2018).…”

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confidence: 99%

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Change advocacy as coping strategy: how beginning teachers cope with emotionally challenging situations

Lindqvist

Thornberg

Weurlander

et al. 2021

Teachers and Teaching

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Beginning to teach after teacher education is commonly depicted as an emotionally challenging period. Beginning teachers deploy strategies to cope with the emotionally challenging transition from teacher education and starting a position as a teacher. One way of coping is trying change the origin of the challenges. The aim of the study was to investigate how teachers in their last year as student teachers and their first year as teachers make meaning of a change advocacy strategy to cope with challenging situations as teachers. A qualitative interview study was performed. Twenty-five participants were interviewed while studying in their last year of teacher education, and 20 were interviewed again after having worked as a teacher for a year. In between, 68 self-reports were collected. The material was analysed using constructivist grounded theory tools. The findings show that as student teachers the participants identified two prerequisites to be able to use the change advocacy strategy as beginning teachers: (1) establishing teacher ambiguity and (2) challenging the perceived negative mindset. When utilising a change advocacy strategy as beginning teachers, the participants tried to reform teaching practices and attain a position of competence.

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Section: Discussionmentioning

confidence: 99%

Section: Change Advocacy In a Specific School Settingmentioning

confidence: 99%

mentioning

confidence: 99%

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Change advocacy as coping strategy: how beginning teachers cope with emotionally challenging situations

Lindqvist

Thornberg

Weurlander

et al. 2021

Teachers and Teaching

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“…Эту проблему можно наблюдать в учебных заведениях по всему миру [8][9][10][11][12][13][14][15][16][17] и ее решение этой является актуальной задачей, как для органов управления образованием, так и для педагогического сообщества. Недавнее исследование показывает, что 24% начинающих педагогов уходят из преподавания в течение первого года, 33% отказываются от преподавания через три года и от 40% до 50% уходят в течение первых пяти лет.…”

Section: Introductionunclassified

Importance of Pedagogical Disciplines in Postgraduate Education of a Subject Teacher

Karpovich¹,

Voronova²

2021

AOSRPAP

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The purpose of this study is to substantiate the importance of pedagogical disciplines in the postgraduate education of a subject teacher. To achieve the purpose of the study, the authors had to solve the following objectives: 1) to identify the problems that novice university teachers face in the professional, psychological and motivational spheres of the adaptation process; 2) to compare the frequency of these problems in the groups of novice university teachers with pedagogical education and novice university teachers without pedagogical education obtaining postgraduate education; 3) to identify significant differences in the studied samples; 4) based on the data obtained, to draw a conclusion about the need to include pedagogical disciplines in postgraduate curricula. Methodology: 2 groups of novice teachers from Peter the Great St. Petersburg Polytechnic University (93 people) took part in this study: novice teachers of a foreign language with pedagogical education (40 people) and novice teachers without pedagogical education, obtaining postgraduate education (53 people). The study involved quantitative data analysis containing the descriptive statistical analysis and the correlation analysis. Main Findings: All novice university teachers face problems of adaptation to the professional activity. Comparison of novice university teachers with pedagogical education and postgraduate students without pedagogical education engaged in teaching resulted in the following findings: the difference between the values of novice teachers with and without a teaching degree is in most cases statistically significant. It makes it possible to conclude that novice university teachers without pedagogical education need support via additional educational programmes. This study can be useful in planning the curriculum for post-graduate students. The identified difficulties faced by young teachers without pedagogical education can be taken into consideration in the process of planning professional development programmes. Novelty/Originality of this study: This research is particularly relevant for improving the professional culture of specialists in the field of education and contributes to the solution of the professional adaptation problem faced by novice educators. The obtained results can enhance the programme of professional development of young university teachers.

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“…The psychological aspect of professional adaptation is manifested in the development of a stable positive attitude to the chosen profession, in the appearance of a subjective sense of satisfaction with this type of activity [6]. It is associated with overcoming a high level of anxiety, increased fatigue, emotional exhaustion and burnout [7][8][9][10]. I.A.…”

Section: Introductionmentioning

confidence: 99%

Adaptation of a Young College Teacher to Professional Activity

Krolevetskaya¹,

Nedostupenko²,

Shekhovskaya³

et al. 2021

Advances in Social Science, Education and Humanities Research

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The relevance of the study is due to the contradictions characteristic of the field of secondary vocational education, namely, the discrepancy between the requirements for the professional activity of a college teacher and their implementation in their professional activity in specific working conditions; the ageing of teaching staff and the lack of a system of adaptation of young teachers in educational organisations. The purpose of the study was to identify problematic aspects in the activities of young college teachers, as well as to identify factors that contribute to the creation of favourable conditions for their professional adaptation. The article presents the results of an empirical study of the problems and factors of professional adaptation of young college teachers aged 22 to 30 years. The most significant difficulties for novice teachers are caused by the issues of the relationship between the teacher and students, the young specialist with colleagues, methodological aspects of the lesson, documentation, curatorship. The survey revealed the need for young teachers in psychological, pedagogical, methodological, socio-economic support of their professional adaptation, in individual mentoring.

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Challenging moments of novice teachers: survival strategies developed through experiences

Cited by 28 publications

References 39 publications

Change advocacy as coping strategy: how beginning teachers cope with emotionally challenging situations

Change advocacy as coping strategy: how beginning teachers cope with emotionally challenging situations

Importance of Pedagogical Disciplines in Postgraduate Education of a Subject Teacher

Adaptation of a Young College Teacher to Professional Activity

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