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Lessons Learned from Novice Teachers
An International Perspective
The transition from being a student teacher to taking on the full responsibility as a teacher is experienced as challenging for many novice teachers. In this book, ten newly qualified teachers from five countries, Australia, England, Finland, Israel and Norway, tell their stories as they came through in individual interviews. The narratives, written by the authors, were all approved by the teachers as 'their' stories. What can we learn from listening to the narratives? What can we bring to decision-makers about how to support new teachers? Do new teachers face similar challenges around the world, or do experiences depend on their respective contexts? There are more similarities than differences.
Relevant research literature is used in discussing the cases. Much of the literature on novice teachers focuses on difficulties, and the stories presented in this book confirm that the first year is tough. However, the resilience, motivation and enthusiasm reflected in the stories provide reasons for optimism as regards teachersâ satisfaction with their career choice.
A major reason for deciding to stay in the profession is in the relations they created with the students. Satisfaction or stress related to the curriculum or achievements in their respective teaching subjects was not mentioned. The lessons learned from the ten novice teachers are useful when discussing the teaching profession and, not least, the induction phase of a teaching career.
Relevant research literature is used in discussing the cases. Much of the literature on novice teachers focuses on difficulties, and the stories presented in this book confirm that the first year is tough. However, the resilience, motivation and enthusiasm reflected in the stories provide reasons for optimism as regards teachersâ satisfaction with their career choice.
A major reason for deciding to stay in the profession is in the relations they created with the students. Satisfaction or stress related to the curriculum or achievements in their respective teaching subjects was not mentioned. The lessons learned from the ten novice teachers are useful when discussing the teaching profession and, not least, the induction phase of a teaching career.
Kari Smith, Ph.D., Professor of Education at the Norwegian University of Science and Technology. She is the Head of the National Research School in Teacher Education (NAFOL). She has co-authored a number of books and published widely in international journals.
Marit Ulvik, Ph.D., Professor of Education and research-group leader at the University of Bergen. She has published in internationals books and journals on the topic of professional development.
Ingrid Helleve, Ph.D., Professor of Education at the University of Bergen. Her main research interest is professional development in education. She has published in national as well as international books and journals.
Marit Ulvik, Ph.D., Professor of Education and research-group leader at the University of Bergen. She has published in internationals books and journals on the topic of professional development.
Ingrid Helleve, Ph.D., Professor of Education at the University of Bergen. Her main research interest is professional development in education. She has published in national as well as international books and journals.
1 Learning to Swim without a Swim Belt: The First Year of Teaching
1 âIntroduction
2 âWhy Narratives?
3 âFirst Year of Teaching: A Year of Learning
4 âMentoring and Collegial Support
5 âMain Challenges in the First Year of Teaching
6 âResilience
7 âConclusion
Introduction to Part 1: The Australian Context
âJohn Loughran
1 âStructure of Teacher Education
2 âStatus of Teaching Profession
3 âEmployment
2 Carolâs Story: Teaching Is Too Much Fun to Be a Real Job!
1 âWhy Teacher?
2 âThe Beginning
3 âTo Become a Real Teacher
4 âHigh Expectations for the Future
5 âWhat Can We Learn from Carolâs Story?
6 âCarolâs Self-Understanding as a Teacher
7 âThe Professional Community
8 âConclusion
3 Ericâs Story: I Love the Spontaneity of My Profession
1 âWhy Teacher?
2 âThe Community of Learners
3 âThe Beginning
4 âThe Teacher as an Artist
5 âDemands from the Authorities
6 âThe Community
7 âI Did What I Felt Was Correct
8 âFuture Expectations
9 âWhat Can We Learn from Ericâs Story?
10 âConclusion
Introduction to Part 2: The English Context
âJean Murray
4 Annaâs Story: I Want to Share My Love of Languages
1 âMotivation
2 âThe Pastoral Care
3 âCharacteristics of the School
4 âSupport
5 âUps and Downs
6 âWhat Does Annaâs Story Tell?
7 âThe Future
5 Owenâs Story: Empowering Students
1 âMy Job
2 âLikes, Dislikes and Aims
3 âThe Support
4 âMy Learning Outcome and Future
5 âWhat Does Owenâs Story Tell?
6 âThe Future
Introduction to Part 3: The Finnish Context
âSven-Erik Hansén
6 Aliceâs Story: I Cannot Save Everybody
1 âThe First Semester
2 âThe Second Semester
3 âThe Third Semester
4 âSupport
5 âThe Fourth Semester
6 âWhat Can We Learn from Aliceâs Story?
7 âConclusion
7 Mariaâs Story: I Have to Practice What I Preach
1 âThe Ethical Challenge
2 âSupport
3 âThe Autonomous Teacher
4 âOutside the Classroom
5 âWhat Can We Learn from Mariaâs Story?
6 âConclusion
Introduction to Part 4: The Israeli Context
âLily Orland-Barak
8 Avivaâs Story: Teaching Is a Call
1 âBecoming a Teacher
2 âChallenges and Rewards
3 âCritical Incidents
4 âSupport
5 âFuture Plans
6 âWhat Does Avivaâs Story Tell Us?
7 âConclusion
9 Yaelâs Story: Mary Poppins of Geography
1 âMotivation
2 âChallenges and Rewards
3 âCritical Incidents
4 âSupport
5 âLooking Back
6 âWhat Does Yaelâs Story Tell Us?
7 âConclusion
Introduction to Part 5: The Norwegian Context
âMarit Ulvik
10 Endreâs Story: You Have to Try out Different Things
1 âMy Classes
2 âUps and Downs
3 âSupport
4 âFrom Student to Teacher
5 âThe Future
6 âWhat Does Endreâs Story Tell?
11 Evaâs Story: Critical Thinking, A Challenge and an Opportunity
1 âBecoming a Teacher
2 âCollaboration or Sharing
3 âLikes and Dislikes
4 âCritical Incidents
5 âWhat Does Evaâs Story Tell?
12 Lessons Learned from the Teachersâ Stories
1 âIntroduction
2 âMotivation
3 âExpectations and Reality
4 âOn-Job Learning
5 âRelations
6 âMentoring/Support
7 âThe Future
8 âDiscussion
9 âExpectations and Reality
10 âRelations
11 âLessons Learned
1 âIntroduction
2 âWhy Narratives?
3 âFirst Year of Teaching: A Year of Learning
4 âMentoring and Collegial Support
5 âMain Challenges in the First Year of Teaching
6 âResilience
7 âConclusion
PART 1: The Australian Teacher Education Context
Introduction to Part 1: The Australian Context
âJohn Loughran
1 âStructure of Teacher Education
2 âStatus of Teaching Profession
3 âEmployment
2 Carolâs Story: Teaching Is Too Much Fun to Be a Real Job!
1 âWhy Teacher?
2 âThe Beginning
3 âTo Become a Real Teacher
4 âHigh Expectations for the Future
5 âWhat Can We Learn from Carolâs Story?
6 âCarolâs Self-Understanding as a Teacher
7 âThe Professional Community
8 âConclusion
3 Ericâs Story: I Love the Spontaneity of My Profession
1 âWhy Teacher?
2 âThe Community of Learners
3 âThe Beginning
4 âThe Teacher as an Artist
5 âDemands from the Authorities
6 âThe Community
7 âI Did What I Felt Was Correct
8 âFuture Expectations
9 âWhat Can We Learn from Ericâs Story?
10 âConclusion
PART 2: Initial Teacher Education or Initial Teacher Training in England
Introduction to Part 2: The English Context
âJean Murray
4 Annaâs Story: I Want to Share My Love of Languages
1 âMotivation
2 âThe Pastoral Care
3 âCharacteristics of the School
4 âSupport
5 âUps and Downs
6 âWhat Does Annaâs Story Tell?
7 âThe Future
5 Owenâs Story: Empowering Students
1 âMy Job
2 âLikes, Dislikes and Aims
3 âThe Support
4 âMy Learning Outcome and Future
5 âWhat Does Owenâs Story Tell?
6 âThe Future
PART 3: The Status of Finnish Teacher Education
Introduction to Part 3: The Finnish Context
âSven-Erik Hansén
6 Aliceâs Story: I Cannot Save Everybody
1 âThe First Semester
2 âThe Second Semester
3 âThe Third Semester
4 âSupport
5 âThe Fourth Semester
6 âWhat Can We Learn from Aliceâs Story?
7 âConclusion
7 Mariaâs Story: I Have to Practice What I Preach
1 âThe Ethical Challenge
2 âSupport
3 âThe Autonomous Teacher
4 âOutside the Classroom
5 âWhat Can We Learn from Mariaâs Story?
6 âConclusion
PART 4: Teacher Education in the Israeli Context
Introduction to Part 4: The Israeli Context
âLily Orland-Barak
8 Avivaâs Story: Teaching Is a Call
1 âBecoming a Teacher
2 âChallenges and Rewards
3 âCritical Incidents
4 âSupport
5 âFuture Plans
6 âWhat Does Avivaâs Story Tell Us?
7 âConclusion
9 Yaelâs Story: Mary Poppins of Geography
1 âMotivation
2 âChallenges and Rewards
3 âCritical Incidents
4 âSupport
5 âLooking Back
6 âWhat Does Yaelâs Story Tell Us?
7 âConclusion
PART 5: Norway
Introduction to Part 5: The Norwegian Context
âMarit Ulvik
10 Endreâs Story: You Have to Try out Different Things
1 âMy Classes
2 âUps and Downs
3 âSupport
4 âFrom Student to Teacher
5 âThe Future
6 âWhat Does Endreâs Story Tell?
11 Evaâs Story: Critical Thinking, A Challenge and an Opportunity
1 âBecoming a Teacher
2 âCollaboration or Sharing
3 âLikes and Dislikes
4 âCritical Incidents
5 âWhat Does Evaâs Story Tell?
12 Lessons Learned from the Teachersâ Stories
1 âIntroduction
2 âMotivation
3 âExpectations and Reality
4 âOn-Job Learning
5 âRelations
6 âMentoring/Support
7 âThe Future
8 âDiscussion
9 âExpectations and Reality
10 âRelations
11 âLessons Learned
All stakeholders of education and especially those interested in teaching and teacher education, novice teachers, mentors and decision makers have lessons to learn from this book.