Novice teachers in a changing reality

Bibliographic Data

ID21496751
AuthorsNurit Dvir (Kibbutzim College of Education, Technology and the Arts), Orna Schatz‐Oppenheimer (0000-0003-0998-8177, David Yellin College of Education, corresponding author), Orna Schatz-Oppenheimer (School of Education, David Yellin College, The Hebrew University of Jerusalem, Jerusalem, Israel)
Year2020
Volume43
Issue4
Pages639-656
Publication date2020-08-07
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueEuropean Journal of Teacher Education (JOURNAL)
Journal identifiersISSN: 0261-9768 • E-ISSN: 1469-5928
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/02619768.2020.1821360
OpenAlexW3085080189
LanguageEN
Citations received24
References cited36

The aims of this paper are to explore novice teachers’ experiences in the Covid-19 crisis, and to examine their professional identity construction process. During the global crisis, novice teachers had to deal with unexpected challenges and take advantage of new opportunities. This study is based on 32 narratives of novice teachers in Israel who took part in a one semester online Zoom induction in two workshops. The open conversations narratives in the meetings were recorded and transcribed, and then subjected to categorical content analysis. The findings show the challenges and opportunities related to three central categories: technological, pedagogical and educational system in the novice teachers’ experiences. The main contributions of this study are: understanding the novice teachers’ experiences in the uncertainty and turmoil of the crisis, and learning about professional dilemmas and tensions which gave rise to various challenges and opportunities that that supported the construction their professional identity

Higher education · Mathematics education · Pedagogy · Political science · Teacher education · Digital literacy in education · Psychology · Teacher Education and Leadership Studies · Teacher Professional Development and Motivation

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