JOURNEY IN THE NEW NORMAL CLASSROOM: EXPERIENCES OF NOVICE TEACHERS

Danilo  L. Mejica,; Shiella Mae  F. Hugo,

JOURNEY IN THE NEW NORMAL CLASSROOM: EXPERIENCES OF NOVICE TEACHERS

Abstract:

The main purpose of the study was to explore and investigate the lived experiences, coping mechanisms, and insights learned from the teaching experiences of novice teachers. A qualitative approach to research phenomenological from the ten novice teachers from different secondary schools on the lived experiences of the teaching of novice teachers was observed: the feeling of being overwhelmed, confidence in technology usage, parents’ involvement in their child’s education, and downside of teaching. Novice Teachers' coping mechanisms on the challenges in teaching in the new normal classroom were as follows: openness to change, positive well-being, time management and teacher induction program. Through their experiences and coping mechanisms, we generated new knowledge and ideas on the hardship encountered by novice teachers in teaching in the new normal classroom. Finally, the insights learned from the experiences of the novice teachers in teaching in the new normal classroom were: adjusting to the organizational setting and realities of the school, building a professional learning circle, aligning with a positive coach and mentor, and observing other teachers. These themes can be described as inputs in the successful crafting and conduct of training for novice teachers to capacitate them to the different strategies and techniques in teaching in the new classroom.

References:

Balls, J. D., Eury, A. D., & King, J. C. (2011). Rethink, rebuild, rebound: A framework for shared responsibility and accountability in education. Boston, MA: Pearson.
Levine, T. H. (2011). Experienced teachers and school reform: Exploring how two different professional communities facilitated and complicated change. Improving Schools, 14(1), 30-47.doi:10.1177/1365480211398233
Lee, H. J. (2005). Understanding and assessing preservice teachers’ reflective thinking. Teaching and Teacher Education, 21(6), 699-715.
Lieberman, A. (1990). Schools as collaborative cultures: Creating the future now. Bristol, PA: The Falmer Press.
Liston, D., Whitcomb, J., &Borko, H. (2006). Too little or too much: Teacher preparation and the first years of teaching. Journal of Teacher Education, 57(4), 351.
Louis, K., Marks, H., & Kruse, S. (1996). Teachers' professional community in restructuring schools. American Educational Research Journal, 33, 757-789.
Luna, G., & Cullen, D. L. (1995). Empowering the faculty: Mentoring redirected and renewed. Washington, DC: Graduate School of Education and Human Development, The George Washington University
Lundeen, C. (2004). Teacher development: the struggle of beginning teachers in creating moral (caring) classroom environments
Marei, T. & Mustafa, S. (2009).Practical Educational , Masqat, Oman, Ministryof Education
Marzano, R. J., Marzano, J. S., & Pickering, D. (2003). Classroom management that works: Research-based strategies for every teacher. Alexandria, VA: Educational Research Service.
McCarthy, B. (2015, May). Peer coaching supports teachers: Using instructional coaching to improve teacher effectiveness. Retrieved May 13, 2016, from https://www.districtadministration.com/article/peer-coaching-supports-teachers
McEwan, E. K. (2001). Ten traits of highly effective teachers: How to hire, coach, and mentor successful teachers. Thousand Oaks, CA: Corwin Press.
McGarvey, B., Marriott, S., Morgan, V., & Abbott, L. (1997). Planning for differentiation: The experience of teachers in Northern Ireland primary schools. Journal of Curriculum Studies, 29(3), 351-364.
McNamara, J., & Field, R. M. (2007). Designing reflective assessment for workplace learning in legal education. Paper presented at the ATN assessment and evaluation conference, Brisbane, Australia.
Menon, M. (2011). Leadership Theory and Educational Outcomes: The Case of Distributed and Transformational Leadership. In ICSEI (Ed.), 24th International Congress for School Effectiveness and Improvement (pp. 1-15). Limassol: ICSEI.