NOVICE ENGLISH TEACHERS: NAVIGATING CHALLENGES AND BUILDING CAPACITY
DOI:
https://doi.org/10.5281/zenodo.14574926Keywords:
novice teachers, classroom management, mentorship programs, reflective practiceAbstract
The induction phase for novice English teachers is a critical stage in their professional journey, marked by both significant challenges and opportunities for growth. Literature on the experiences of early-career educators highlights the complexity of teaching in diverse and dynamic classroom environments, underscoring the need for effective support mechanisms. This article synthesizes relevant research on novice English teachers, focusing on the challenges they face, the strategies they employ, and the systemic interventions that facilitate their success.
References
Alimbaev, M. (2024). Continuous professional development in teaching. Topical Issues of Linguistics and Teaching Foreign Languages: Achievements and Innovations, 1(1), 177–181. https://doi.org/10.47689/TOPICAL-TILTFL-vol1-iss1-2024-pp177-181
Avalos, B. (2011). Teacher professional development in teaching and teacher education over ten years. Teaching and Teacher Education, 27(1), 10-20.
Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective teacher professional development. Learning Policy Institute.
Farrell, T. S. C. (2016). The practices of effective novice teachers. Teaching and Teacher Education, 59, 63-72.
Hobson, A. J., Ashby, P., Malderez, A., & Tomlinson, P. D. (2009). Mentoring beginning teachers: What we know and what we don’t. Teaching and Teacher Education, 25(1), 207-216.
Ingersoll, R. M., & Strong, M. (2011). The impact of induction and mentoring programs for beginning teachers: A critical review of the research. Review of Educational Research, 81(2), 201-233.
Kelchtermans, G. (2017). Professional self-understanding in practice. Teachers and Teaching, 23(6), 715-727.
