‘You have to prove yourself, initiate projects, be active’: the role of novice teachers in their own induction process

Abstract

The literature discussing the topic of novice teachers often deals with two sources of support available to them – veteran teachers in the receiving schools and various programs in teacher education institutions. The present study suggests a different point of view, that of the novices’ own contribution to their success. This is a qualitative study of 47 novice teachers in their first year of teaching in northern Israel. Data were collected through use of three tools – reflective writing, an online forum, and advice provided by experienced colleagues. The data were analyzed using the phenomenological approach, resulting in three themes centering on the main idea of the novice teachers working toward developing resilient responses and behaviors, thus serving as a major resource in their own induction through thoughtful action – fostering positive interpersonal communication with students, parents, and colleagues; seeking advice and support and being open to criticism; and self-development and construction of educational beliefs. The article concludes with practical suggestions for schools and teacher education institutions regarding how this can be harnessed to benefit novice teachers entering the teaching profession.

Keywords:

• Teacher education
• novice teachers
• teacher resilience
• qualitative research