Curriculum Studies in Teacher Education & Development

Curriculum Studies in Teacher Education & Development

Challenges Faced by Novice Teachers in the Classroom: An Examination of Lived Experiences

Document Type : Original Article

Authors
1 Associate Professor, Department of Educational Sciences, Faculty of Humanities, University of Kashan, Kashan, Iran.
2 M.A. Student, Curriculum Planning, Faculty of Humanities, University of Kashan, Kashan, Iran.
Abstract
Investigating the problems and challenges faced by novice teachers in their field of work provides the necessary grounds for better understanding and taking necessary measures to solve them. The main goal of this research was to analyze the challenges of new teachers in the field of elementary education. The study was practical in purpose and qualitative in method, employing a phenomenological approach based on the analysis of lived experiences of 32 novice elementary teachers in Kashan.  Participants were selected through purposive sampling, and their experiences were collected and examined. Data collection was conducted via semi-structured in-depth interviews, which continued until reaching data saturation. Colaizzi's method was also used to analyze and organize the data. The findings showed that the most important problems faced by novice teachers could be classified in two overarching themes: Extracurricular  (structural or external) and Intracurricular (implementation) challenges. Subthemes of extracurricular challenges include weaknesses in Farhangian University’s curricula and educational programs, economic, administrative, and operational issues, deficiencies in elementary school textbooks, and interference by families. Subthemes of Intracurricular challenges encompass teaching and instructional issues, communication skill problems, and psychological issues of novice teachers. Developing and implementing a set of strategies to address these challenges can enhance the performance of elementary novice teachers.
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