New Beginnings: Trials and Triumphs of Newly Hired Teachers

Year 2018, Volume: 4 Issue: 2, 135 - 153, 26.09.2018

Andrea Dimitroff Ashley Dimitroff

https://doi.org/10.32601/ejal.464090

Cited By: 2

Abstract

Mitigation of challenges in a new
workplace is one of the struggles encountered by newly hired teachers. This
article presents the findings of a survey of various teachers in new work
contexts. Most participants were surveyed after the completion of their TESOL
MA or related master's programs, as well as undergraduate degrees and
acquisition of teaching certificates. This qualitative data was gathered
through the use of an online survey that included questions about participants’
self-identified cultural backgrounds, teacher and/or educational training, work
experiences, support networks, and adaptations in the workplace. As the data
was analyzed, ideas of teacher identity and challenge mitigation were also
explored. Findings include challenges faced by teachers, modes of adaptation,
and practical tips for effectively adapting to the new work environment. The
practical implications of this research include how teachers should strive to
learn and adapt in each new context by relying on their teacher training and
seeking assistance from sources of support in the new context.

Keywords

Workplace integration, training, adaptation, challenges, culture

References

• Al-Mahrooqi, R., Denman, C., Al-Siyabi, J. & Al-Maamari, F. (2015). Characteristics of a good EFL teacher: omani EFL teacher and student perspectives. SAGE Open, 5, 1-15. http://journals.sagepub.com/doi/pdf/10.1177/2158244015584782
• Brewer, D.J., Goldhaber, D.D. (1996). Evaluating the effect of teacher degree level on education performance. Developments in School Finance, 197-210. Available from http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.574.8129&rep=rep1&type=pdf
• Burns, A., & Richards, J. (2009). Introduction. In A. Burns & J. Richards (Eds.), Second language teacher education (pp. 1-8). New York, NY: Cambridge University Press.
• Coombe, C. (2013). 10 Characteristics of Highly Effective EF/SL Teachers. Society of Pakistan English Language Teachers: Quarterly Journal, 28(4), 2-11. Available from https://zakiasarwar.files.wordpress.com/2015/05/6-vol-28-no-4-10-characteristics-of-highly-effective-ef-sl-teachers-dr-christine-coombe-11.pdf
• Creswell, J.W. (2012). Educational research: planning, conducting, and evaluating quantitative and qualitative research. Available from http://basu.nahad.ir/uploads/creswell.pdf
• Farrell, T. S. C. (2009). The novice teacher experience. In A. Burns & J. Richards (Eds.), Second language teacher education. (pp. 182-189). New York, NY: Cambridge University Press.
• Gaw, K. F. (2000). Reverse Culture Shock in students returning from overseas. Journal of Intercultural Relations, 24, 83-104.
• Goldstein, S. B., & Keller, S. R. (2015). U.S. College students’ lay theories of culture shock. Journal of Intercultural Relations, 47, 187-194.
• Maynes, N., & Hatt, B. E. (2011). Grounding program change in students’ learning: A model for the conceptual shift in thinking that will support valuable program change in response to faculty of education reviews. In T. Falkenberg & H. Smits (Eds.), The question of evidence in research in teacher education in the context of teacher education program review in Canada (2 vols.). Winnipeg: University of Manitoba, Faculty of Education.
• Maynes, N., & Hatt, B.E. (2012). Shifting the focus to student learning: Characteristics of effective teaching practice as identified by experienced pre-service faculty advisors. Brock Education Journal, 22(1), 93–110.
• Maynes, N. & Hatt, B. E. (2013). Hiring and supporting new teachers who focus on students’ learning. Canadian Journal of Educational Administration and Policy, 144. Retrieved from https://files.eric.ed.gov/fulltext/EJ1017211.pdf
• Miller, J. (2009). Teacher identity. In A. Burns & J. Richards (Eds.), Second language teacher education. (pp. 172-181). New York, NY: Cambridge University Press.
• Presbitero, A. (2016). Culture shock and reverse culture shock: the moderating role of cultural intelligence in international students’ adaptation. International Journal of Intercultural Relations, 53, 28-38.
• Villegas-Reimers, E. (2003). Teacher professional development: an international review of the literature. International Institute for Educational Planning. Retrieved from http://unesdoc.unesco.org/images/0013/001330/133010e.pdf