Challenges facing beginning teachers in the primary sector

Abstract

This study aims at exploring the challenges encountered by newly qualified teachers in their induction phase. Our dissertation explores the first two years of teaching and places particular attention upon five major areas which include 'planning the curriculum', 'developing teaching styles', 'classroom management', 'assessing pupils effectively' and 'becoming a reflective practitioner'. We carried out a study with 40 beginning teachers who graduated in the years 2001 and 2002. This implies that the former had been teaching for two years, whereas the latter were in their first year of teaching. This research was conducted by means of a self-administered questionnaire. The data collected, together with the literature reviewed, provided us with feedback regarding the above-mentioned challenges together with some suggestions that could be followed by newly qualified teachers. In addition, this study aimed at exploring professional development in the international scene (United States of America and Great Britain) in relation to the local one. This analysis proved that the imluction phase, as regards the local scone, is not as yet, viewed as one Jemamling attention since newly qualified teachers have no guided assistance. This led us to develop a Career Entry Profile that would help beginning teachers to adjust to their new profession. From the data analysis it was concluded that newly qualified teachers felt that they were not adequately prepared to meet the challenges of classroom life, however, they provided us with suggestions that would guide prospective teachers.