Classroom Teaching and Management: Experiences of Novice English Teachers
Abstract
Novice English teachers experience a rollercoaster of emotions and challenges. This study aimed to describe the experiences of novice teachers in their first year of teaching in the Department of Education in the Philippines. The paper employed qualitative research design, using Interpretive Phenomenological Analysis (IPA). Ten newly employed teachers in the Department of Education within the Cebu City Division participated in the study. Participants had taught at the basic education, Junior High School level, for two (2) years, occupying a permanent/regular teaching position from School Year 2021 to 2023. After intensive analysis of the data, three themes emerged: a) classroom management dilemmas, b) cutting-edge instructional techniques, and c), emotional and psychological encounters. The informants confronted challenges but made remarkable contributions through their in-depth knowledge of technology integration. Overall, the study highlights the need for ongoing professional development, mentoring, and the integration of research-based practices to support novice teachers effectively. Future research could focus on the first five years of teaching experience to see how well novice teachers cope with the challenges and how fast they adapt to the system.
https://doi.org/10.26803/ijlter.23.10.32
Novice English teachers experienced a rollercoaster of emotions and challenges. This study aimed to describe the experiences of novice teachers in their first year of teaching in the Department of Education in the Philippines. This paper employed the use of the qualitative research design, using the Interpretive Phenomenological Analysis (IPA). 10 newly employed teachers in the Department of Education (DepEd) within the Cebu City Division. They should have taught in the basic education, Junior High School level, for one (2) years occupying a permanent/regular teaching position from School Year 2021 to 2023. After intensive analysis of the data, three emerged: a) classroom management dilemma, b) cutting-edge instructional techniques, and c). emotional and psychological encounters. The informants were confronted with challenges but made remarkable contributions through their in-depth knowledge of technology integration. Overall, the study highlights the need for ongoing professional development, mentoring, and the integration of research-based practices to support novice teachers effectively. Future research may focus on their first five years of teaching experience to see how well they coped with the challenges and how fast they adapted to the system.
Novice English teachers experienced a rollercoaster of emotions and challenges. This study aimed to describe the experiences of novice teachers in their first year of teaching in the Department of Education in the Philippines. This paper employed the use of the qualitative research design, using the Interpretive Phenomenological Analysis (IPA). 10 newly employed teachers in the Department of Education (DepEd) within the Cebu City Division. They should have taught in the basic education, Junior High School level, for one (2) years occupying a permanent/regular teaching position from School Year 2021 to 2023. After intensive analysis of the data, three emerged: a) classroom management dilemma, b) cutting-edge instructional techniques, and c). emotional and psychological encounters. The informants were confronted with challenges but made remarkable contributions through their in-depth knowledge of technology integration. Overall, the study highlights the need for ongoing professional development, mentoring, and the integration of research-based practices to support novice teachers effectively. Future research may focus on their first five years of teaching experience to see how well they coped with the challenges and how fast they adapted to the system.
Novice English teachers experienced a rollercoaster of emotions and challenges. This study aimed to describe the experiences of novice teachers in their first year of teaching in the Department of Education in the Philippines. This paper employed the use of the qualitative research design, using the Interpretive Phenomenological Analysis (IPA). 10 newly employed teachers in the Department of Education (DepEd) within the Cebu City Division. They should have taught in the basic education, Junior High School level, for one (2) years occupying a permanent/regular teaching position from School Year 2021 to 2023. After intensive analysis of the data, three emerged: a) classroom management dilemma, b) cutting-edge instructional techniques, and c). emotional and psychological encounters. The informants were confronted with challenges but made remarkable contributions through their in-depth knowledge of technology integration. Overall, the study highlights the need for ongoing professional development, mentoring, and the integration of research-based practices to support novice teachers effectively. Future research may focus on their first five years of teaching experience to see how well they coped with the challenges and how fast they adapted to the system.
Novice English teachers experienced a rollercoaster of emotions and challenges. This study aimed to describe the experiences of novice teachers in their first year of teaching in the Department of Education in the Philippines. This paper employed the use of the qualitative research design, using the Interpretive Phenomenological Analysis (IPA). 10 newly employed teachers in the Department of Education (DepEd) within the Cebu City Division. They should have taught in the basic education, Junior High School level, for one (2) years occupying a permanent/regular teaching position from School Year 2021 to 2023. After intensive analysis of the data, three emerged: a) classroom management dilemma, b) cutting-edge instructional techniques, and c). emotional and psychological encounters. The informants were confronted with challenges but made remarkable contributions through their in-depth knowledge of technology integration. Overall, the study highlights the need for ongoing professional development, mentoring, and the integration of research-based practices to support novice teachers effectively. Future research may focus on their first five years of teaching experience to see how well they coped with the challenges and how fast they adapted to the system.
Novice English teachers experienced a rollercoaster of emotions and challenges. This study aimed to describe the experiences of novice teachers in their first year of teaching in the Department of Education in the Philippines. This paper employed the use of the qualitative research design, using the Interpretive Phenomenological Analysis (IPA). 10 newly employed teachers in the Department of Education (DepEd) within the Cebu City Division. They should have taught in the basic education, Junior High School level, for one (2) years occupying a permanent/regular teaching position from School Year 2021 to 2023. After intensive analysis of the data, three emerged: a) classroom management dilemma, b) cutting-edge instructional techniques, and c). emotional and psychological encounters. The informants were confronted with challenges but made remarkable contributions through their in-depth knowledge of technology integration. Overall, the study highlights the need for ongoing professional development, mentoring, and the integration of research-based practices to support novice teachers effectively. Future research may focus on their first five years of teaching experience to see how well they coped with the challenges and how fast they adapted to the system.
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