‘These are not the realities I imagined’: an inquiry into the lost hopes and aspirations of beginning teachers

Shayshon, Bruria; Popper‐Giveon, Ariela

doi:10.1080/0305764x.2016.1214238

Cited by 7 publications

(4 citation statements)

References 32 publications

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“…Fourthly, confl icting pre-service perceptions and in-service realities are corroborated by some previous studies (Haim & Amdur, 2016;Knotts, 2016;Shayshon & Popper-Giveon, 2016;Westerlund & Eliasson, 2021). The fact is that many people in Bangladesh usually take teaching as an easy profession without knowing different subtleties of the profession.…”

Section: Discussionsupporting

confidence: 58%

“…Again, Alhamad (2018) reported that EFL teachers in Saudi Arabia faced different challenges like learners' low profi ciency in English, their negative attitude to English, selection of appropriate method and learner-centred approach for teaching, management of learner behaviour, the course outlining, and communication with guardians. New teachers also experienced a divergence between their pre-service assumptions and in-service realities in the teaching profession in Israel and the USA (Haim & Amdur, 2016;Knotts, 2016;Shayshon & Popper-Giveon, 2016).…”

Section: Locating the Gap For The Present Studymentioning

confidence: 99%

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EL Teachers’ Induction Phase in Bangladesh: Practices, Challenges, and Expectations

Rouf

2022

J NELTA

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This study aimed to explore the English language (EL) teachers’ induction phase in Bangladesh, focusing on the usual practices, challenges they face, and their expectations. Teachers’ induction phase is immensely signiﬁcant as they make a transition to the teaching profession. Following the qualitative phenomenological approach, qualitative data were collected from six (6) EL teachers working at the primary, secondary, and higher secondary levels across Bangladesh through interviews. The collected data were analysed using the thematic analysis framework as advocated by Braun and Clarke (2006). The key ﬁndings included a three-segment teacher recruitment mechanism, absence of pre-service teacher preparation and adequate initial training, varied initial experiences of teachers, no mentoring and observation, limited collaboration, and inadequate opportunity for professional development. Moreover, the ﬁndings also revealed that many such teachers are confused regarding their career because of discrepancies between pre-service perceptions and in-service actualities, lack of required support and resources for novice teachers, the signiﬁcance of teachers’ proactive role in induction, and their confusion about career planing.

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Section: Discussionsupporting

confidence: 58%

Section: Locating the Gap For The Present Studymentioning

confidence: 99%

EL Teachers’ Induction Phase in Bangladesh: Practices, Challenges, and Expectations

Rouf

2022

J NELTA

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“…The challenges faced by beginning teachers are not uniform and vary depending on the school, district and the region (Fry & Anderson, 2011). Shayshon and Popper-Giveon (2016) found in their study that beginning teachers feel like strangers at their school as they are unfamiliar with the school's norm, routine and culture.…”

Section: Challenges Of Beginning Teachersmentioning

confidence: 97%

A comparative study of beginning teacher induction in Malaysia and Victoria (Australia): A review of the literature

Paronjodi

Jusoh

Abdullah

2017

JRPPTTE

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Effective beginning teacher induction program is seen by many scholars as a vital support system for beginning teachers to negotiate the early years of their careers, which are characterized by many trials. This paper attempts to explore the beginning teacher induction practices in Malaysia and the jurisdiction of Victoria, Australia. The paper focuses on basic components of the induction programs and its unique features. Method used for this study is library research. The paper starts with history and definition of beginning teacher induction before discussing the challenges that beginning teachers endure in their early days. The paper then examines the beginning teacher induction programs in Malaysia and jurisdiction of Victoria, Australia. Finally, a comparison between Malaysian and Victorian induction programs are highlighted.

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“…Some promising developments seem to go in the direction of including novice teachers into dynamic inquiry groups functioning as learning communities at schools (Zuljan and Požarnik, 2014[102]) or engaging pre-service teachers into 'research-informed clinical practice' (Burn and Mutton, 2015 [107]). In particular, research-informed clinical practice 11 can have a strong impact as under this model mentors are expected to perform not only as supervisors of early career teachers, but as institutional agents 12 that a) help new teachers develop alternative views and classroom practices and b) engage critically with the research-informed perspectives that beginning teachers can evaluate in their practice.…”

Section: Early Career Teachers Support Within a Continuum Of Teacher mentioning

confidence: 99%

Early Career Teachers

Paniagua

Martí

2018

OECD Education Working Papers

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‘These are not the realities I imagined’: an inquiry into the lost hopes and aspirations of beginning teachers

Cited by 7 publications

References 32 publications

EL Teachers’ Induction Phase in Bangladesh: Practices, Challenges, and Expectations

EL Teachers’ Induction Phase in Bangladesh: Practices, Challenges, and Expectations

A comparative study of beginning teacher induction in Malaysia and Victoria (Australia): A review of the literature

Early Career Teachers

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