First Year Teachers: Looking Back after Three Years

Abstract

This case study explored the inner feelings and concerns of two teachers during the first three years of employment using multiple in-classroom observations accompanied with qualitative interviewing methodology. The research investigated the teachers' concerns and whether these concerns changed over the course of three years. Although the two teachers were initially fearful at the beginning of the first year, they gained confidence with classroom management and discipline. They also sought to make an impact on their students, refine their teaching materials, and express concern for their students on an individual and group level. Over a three-year period, shifts occurred on a daily basis, as well as throughout the course of the school year. The teachers did not go through a series of stages related to these concerns as suggested by previous research. Instead, teachers responded to concerns based on the situations that they encountered.