SCIENCE AND INNOVATION IN THE
EDUCATION SYSTEM
International scientific-online conference
148
NOVICE ENGLISH TEACHERS: NAVIGATING CHALLENGES AND
BUILDING CAPACITY
Mirkabil Alimbaev
Teacher-lecturer, Karakalpak State university
https://doi.org/10.5281/zenodo.14574926
Annotation
. The induction phase for novice English teachers is a critical
stage in their professional journey, marked by both significant challenges and
opportunities for growth. Literature on the experiences of early-career
educators highlights the complexity of teaching in diverse and dynamic
classroom environments, underscoring the need for effective support
mechanisms. This article synthesizes relevant research on novice English
teachers, focusing on the challenges they face, the strategies they employ, and
the systemic interventions that facilitate their success.
Key words
: novice teachers, classroom management, mentorship
programs, reflective practice
Challenges Faced by Novice English Teachers
Novice English instructors face a number of problems that are related to
each other and originate from internal factors and external pressures.
Classroom Management and Student Diversity
. It is important to note
that the problem of classroom management is always included in the list of
challenges that new teachers face. A study by Farrell (2016) found out that new
teachers battle to assert their authority and at the same time, foster good
relations with the students. This is especially so in English classrooms because
learners come from diverse linguistic and cultural backgrounds and have
different language proficiency levels. This is supported by Kelchtermans (2017)
who also discusses the psychological impact of including all while at the same
time ensuring that one has control, especially for a first-timer in such a setup.
Curriculum Demands
. The conflict between the need to follow a certain
curriculum and the need to be creative is another common issue. As Darling-
Hammond et al. (2017) point out, first-year teachers face the challenge of how to
help students get good test scores and at the same time, learn to think critically
and be creative. This is especially so in English teaching since the subject matter
is by its very exploratory in nature.
Assessment and Lesson Planning
. These challenges are compounded by
the lack of experience in lesson planning and assessment. The teachers have to
design lessons that meet the needs of all the students in the class while at the
SCIENCE AND INNOVATION IN THE
EDUCATION SYSTEM
International scientific-online conference
149
same meeting the curriculum requirements. Moreover, it is quite hard to
determine the students’ progress in English since the assessment of writing and
speaking skills is rather subjective.
Emotional and Professional Isolation
. Feelings of isolation are therefore
common among new teachers especially where they cannot draw support from
other professionals. It has been seen by Hobson et al. (2009) that the first years
can be filled with doubts and worries about the performance and the
consequences it will have on the students’ learning experience.
Role of Mentorship and Professional Development
Ongoing professional growth is crucial in assisting teachers in adjusting to
the changing landscape of education according to Avalos (2011). The
importance is highlighted for workshops that cater to obstacles like
incorporating technology into teaching methods and embracing creative
approaches while also managing linguistic differences, in class settings. These
professional growth programs that concentrate on tactics empower teachers to
boost student participation and academic achievements effectively.
The Significance of Reflective Practice
Engaging in practice plays a vital role in the development of new teachers
by encouraging them to thoughtfully assess their teaching techniques and adjust
them to better cater to the individual requirements of their students while
honing their strategies progressively over time as suggested by Farrell (2016).
Structured reflection assists beginner educators, in recognizing their
competencies and areas necessitating enhancement in an organized manner
through scrutinizing classroom dynamics and evaluating the efficacy of teaching
methods alongside exploring tactics. Engaging in practice not only fosters
personal development but also elevates the standard of teaching by promoting
decision making based on evidence. Teachers who embrace practice are more
adept, at making well informed adaptations that cater to the changing
requirements of their students.
Systemic Interventions and Policy Implications
Systemic interventions at institutional and policy level are important in
supporting NETs or novice English teachers.
Comprehensive Induction Programs
. Professional induction programs
help the new teachers to have a clear and sequential process of their practice.
These programs usually consist of an introductory phase, stipend meetings and
availability of teaching materials. Ingersoll and Strong (2011) pointed out that
SCIENCE AND INNOVATION IN THE
EDUCATION SYSTEM
International scientific-online conference
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the schools with strong induction programs have better retention of teachers
and better results of students.
Reduced Teaching Loads
. Policies that help in reducing the teaching load
of the new teachers to some extent go a long way in reducing the burden on the
new teachers. This way they are able to dedicate more time on lesson plan,
professional development and even on classroom management.
CONCLUSION
The practice of novice English teachers is influenced by a number of factors
which include challenges and support factors. Despite these challenges, proper
mentorship, professional development, and institutional support can help these
teachers overcome these challenges and be effective in their practice. It is,
therefore, important that the education system identifies the needs of these
teachers and address them to enable the novice to teachers make a positive
impact on student learning and the goals of education.
References:
1.
Alimbaev, M. (2024). Continuous professional development in teaching.
Topical Issues of Linguistics and Teaching Foreign Languages: Achievements
and Innovations, 1(1), 177–181. https://doi.org/10.47689/TOPICAL-TILTFL-
vol1-iss1-2024-pp177-181
2.
Avalos, B. (2011). Teacher professional development in teaching and
teacher education over ten years. Teaching and Teacher Education, 27(1), 10-20.
3.
Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective teacher
professional development. Learning Policy Institute.
4.
Farrell, T. S. C. (2016). The practices of effective novice teachers. Teaching
and Teacher Education, 59, 63-72.
5.
Hobson, A. J., Ashby, P., Malderez, A., & Tomlinson, P. D. (2009). Mentoring
beginning teachers: What we know and what we don’t. Teaching and Teacher
Education, 25(1), 207-216.
6.
Ingersoll, R. M., & Strong, M. (2011). The impact of induction and
mentoring programs for beginning teachers: A critical review of the research.
Review of Educational Research, 81(2), 201-233.
7.
Kelchtermans, G. (2017). Professional self-understanding in practice.
Teachers and Teaching, 23(6), 715-727.
