Exploring the adaptation challenges faced by novice foundation phase teachers in the Nelson Mandela Metropole

Abstract

The challenges faced by novice teachers have been widely discussed in the last decade (Caspersen & Raaen, 2014; Burkman, 2012). It is believed that the first year of teaching is found to be exceedingly challenging to the novice teacher due to the complex demands of the profession, as well as a result of a lack of training and induction into the work environment (Burkman, 2012). Researchers highlight that some of the many challenges that novice teachers experience are shortcomings in curricular planning, classroom management and discipline, instructional techniques, access to materials, and dealing with parents (Burkman, 2012). These challenges, along with feelings of inadequacy due to lack of experience in the working world, often have a negative effect on novice teachers and their ability to cope, subsequently resulting in high stress levels and burnout (Caspersen & Raaen, 2014). This qualitative study incorporated an interpretivist paradigm and used both semistructured interviews and a focus group discussion to explore the adaptation challenges experienced by novice Foundation Phase teachers in the Nelson Mandela Metropole. Grossman‟s Teacher Knowledge Theory and Vygotsky‟s Social Constructivist Theory were used to frame and make meaning of the findings of this study. The findings of this study indicate that novice teachers experience a range of challenges upon entering the working world. The numerous factors influencing these challenges experienced by novices include: the work environment; prior training and education; personal knowledge, values and attitudes toward teaching; and professional and social support received within the workplace. These findings were used to formulate guidelines to help support novice teachers in their adaptation from university to the professional work environment.Thesis (MEd) -- Faculty of Education, 202