Abstract
Novice teachers get into the teaching profession with a set of beliefs
about teaching and learning, which are usually formed during the preservice training. Novice teachers; however, often find themselves in a
difficult state during their transition from training to the classroom. This
qualitative study aimed at exploring the experiences and challenges of
novice teachers transitioning into actual school and classroom teaching.
The data for the study was collected through semi-structured interviews
with a sample of 16 novice teachers. The data was analyzed using
thematic analysis. The challenges that novice teachers faced during their
transition included the application of student-centered pedagogies in
large classes, dealing with individual differences, non-cooperative school
staff, parental interference in school affairs, and heavy workload. The
respondents’ coping strategies included establishing rapport with
students, applying innovative models of lesson planning, and adjusting
to school culture. Implications for teacher training programs include
establishing partnership between training institutions and the schools,
need-based in-service training, and refresher courses. The study also
proposes a model for novice teachers’ adjustment to practical school
life.
