Development of novice teachers’ practical theory: Which factors are at play

Abstract

The objective of this research was to shed light on new teachers’ practical theory and experiences in upper secondary schools in Iceland. Also, to indicate which factors are important regarding the development of their practical theory, what kind of support is practical and what role school culture might play. The study was conducted among eight new upper secondary teachers from schools in the capital area, as well as towns outside the capital area. The group included five women and three men, all of whom had taught more than one year but less than three years. The participants’ schools were very different in size and structure. Qualitative methods were used in data collection based on semi-structured interviews conducted in the beginning of the year 2016. The main findings suggest the new teachers’ practical theory is dynamic and developing relatively rapidly during the first two or three years of teaching. Firstly, student interaction seems to be of importance in shaping the teachers’ practical theory as it often calls for reflection and reassessment. Secondly, as months pass, the teachers gain more composure, resilience and sense of self-efficacy. They learn to rely on themselves and play it by ear, thus maybe abandoning their initial or fixed ideas of the profession. The findings also reveal that very few new teachers are met with an induction plan of any sort or formal support. Only one teacher out of the eight interviewed followed an organised induction plan. The first year was tumultuous for the new teachers, saddling them with a heavy workload and a long workweek. The teachers found it difficult to separate work from their personal lives. The new teachers in this research expressed their need for mentoring and formal support to help them improve their teaching skills. Co-workers were helpful but almost all support was dependent on the new teachers’ own initiative. This does not mean that informal support was of no value to the new teachers. Where available it certainly was, according to the research. The school culture in upper secondary schools is not necessarily supportive to new teachers since upper secondary school teachers tend to be isolated and there is less cooperation among teachers, compared to elementary schools. There is little tradition for collaboration which can lead to certain isolation among new teachers and lack of professional discourse. The teachers in the research considered themselves insufficiently prepared for the reality of the classroom, particularly when it came to students’ use of technology and students’ mental problems such as anxiety and depression. Mobile phones were a distraction that new teachers grappled with, and they experienced a level of helplessness when it came to the students’ wellbeing in the classroom. Nevertheless, the new teachers were happy with their choice of profession. They found teaching to be rewarding, although very difficult at times. After finishing their first year as teachers, they were able to look back and appreciate the professional development that that had taken place and had no intention of leaving the profession. The research indicates that support to new teachers needs to be more robust and more organised. This includes funding being allocated so induction can be become an integral part of teachers’ professional development. Mentoring and induction of new teachers entails valuable professional development, not only for new teachers but also for the mentors themselves. Also, in the spirit of professional learning communities, the induction of new teachers should be a shared responsibility of the school community. Thus, upper secondary schools could take decisive measures towards teachers’ lifelong learning. The challenges teachers face in the 21st century are of such magnitude that professional collaboration and collegiality should be of utmost importance and at the very forefront of teachers’ professional development.