Reflections on first year teaching by second year novice teachers.

Abstract

The transition from novice to experienced teacher presents many challenges, notably during the induction phase, which significantly influences a teacher’s career trajectory. This study explores the experiences of second-year novice teachers, focusing on their reflections on their first year of teaching. novice teachers often face a stark reality shock as the classroom environment often differs from their expectations, with large class sizes, diverse student needs, and varying levels of resources across different school environments. A qualitative research design, rooted in the interpretive paradigm, was employed, using semistructured interviews and a single focus group discussion. Seven second-year teachers, who graduated from a private educational institution, participated in the study. The research aimed to identify the range of experiences, both positive and negative, that these novice teachers encountered, including the challenges they faced, the coping strategies they employed, and the support system that fostered their professional development. Key findings revealed a significant reality shock experienced by novice teachers due to the disparity between theoretical training and the practical demands of the classroom. Effective mentorship and professional development programs were identified as vital support systems that enhance novice teachers’ confidence and teaching efficacy. Moreover, the study revealed a plethora of positive experiences, such as supportive relationships and collaborative environments, which served as indispensable sources of emotional and professional support. Participants reported that mentorship and professional learning communities were invaluable in improving their classroom management skills and overall teaching competency. The implications of this research highlight the imperative need for effective support structures such as mentorship programs and professional learning communities to help novice teachers navigate the complexities of their early teaching years. Additionally, the findings stress the significance of improving training programs to better prepare novice teachers for the realities of the classroom. These recommendations are intended to promote teacher retention and optimise educational outcomes in South Africa.