The second year as a teacher
How does it feel
Bibliographic Data
| ID | 21688930 |
|---|---|
| Authors | Henrik Lindqvist (0000-0002-3215-7411, Linköping University, corresponding author), Geert Kelchtermans (0000-0002-3746-2626, KU Leuven) |
| Year | 2025 |
| Pages | 1-17 |
| Publication date | 2025-09-08 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Teachers and Teaching (JOURNAL) |
| Journal identifiers | ISSN: 1354-0602 • E-ISSN: 1470-1278 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/13540602.2025.2558031 |
| OpenAlex | W4414067582 |
| Language | EN |
| References cited | 51 |
There is ample research about the experiences and challenges early-career teachers (ECTs) face at the beginning of their career. In this study, we look beyond the immediate start and focus on teachers’ second year of teaching. As ‘second year teachers’, ECTs are expected to manage their job duties on their own. Giving central stage to teachers’ own interpretation and sense-making, we considered experiences carrying a clear emotional load as indicators of their importance and relevance for the teacher involved: exploring ‘feelings’ in order to understand how it ‘feels’ to be a teacher. A total of 22 second-year teachers were interviewed. Data were analysed using constructivist grounded theory. The findings revealed how the second-year teachers frame their personal interpretation of the teaching profession. This framing was found to revolve around: (a) relationships as an inevitable, ongoing condition of teaching; (b) shared professional views as a prerequisite for collegial support; and (c) teaching commitment as requiring boundaries. These findings are discussed in relation to how second-year teachers come to make sense of and define their job as teachers, and the paradoxes they find themselves confronted with as teachers
Constructivist teaching methods · Focus group · Grounded theory · Qualitative research · Communication in Education and Healthcare · Evaluation of Teaching Practices · Teacher Education and Leadership Studies
Micropolitical literacy
Who I am in how I teach is the message
The role of teachers’ emotion regulation in teaching effectiveness
A pluralist view of generalization in qualitative research
Micropolitics of Educational Organisations
Perceived Problems of Beginning Teachers
Stress, appraisal, and coping
Comfort in the Role
When performativity meets agency
Challenge-appraisal profiles of beginning teachers and inter-profile differences in self-efficacy, self-regulation, and emotions
Teacher buoyancy
Solo, collaborative or collective? Newly qualified teachers’ experiences of being stirred into induction practices
Teachers’ academic achievement
How early career teachers overcome everyday work-related challenges
Triage in teaching
‘I cannot sustain the workload and the emotional toll’
Interviews in Qualitative Research
Early career teachers’ social and emotional competencies, self-efficacy and burnout
Theory and methodology in researching emotions in education
Newly qualified teachers in the eyes of principals
Mind the gap
Newly qualified teachers
Post-modern reality shock
Do teachers’ years of experience make a difference in the quality of teaching
Whatever it takes
Reframing new teacher induction
Contexts which shape and reshape new teachers’ identities
Short interims, long impact? A follow-up study on early career teachers' induction
Conflicts viewed through the micro-political lens
The emotional journey of the beginning teacher
Emotions involved in encountering classroom diversity
| Highly cited | No |
|---|