Published

2016-01-01

Novice Non-Native English Teachers’ Reflections on Their Teacher Education Programmes and Their First Years of Teaching

Reflexiones de profesores novatos y no nativos del inglés sobre sus programas de formación y sus primeros años de instrucción

Keywords:

In-service teacher development, non-native English teachers, novice teachers, teacher education programmes (en)
formación permanente del profesorado, profesores de inglés no nativos, profesores principiantes, programas de formación del profesorado (es)

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Authors

  • Sumru Akcan Boğaziçi (Bosphorous) University

This study investigates novice non-native English teachers’ opinions about the effectiveness of their teacher education programme and the challenges during their initial years of teaching. The results of a survey administered to fifty-five novice teachers and follow-up interviews identify strengths and weaknesses in their teacher education programme and catalogue the difficulties they faced when they star-ted to teach. The study found significant differences between the content of novice teachers’ academic courses in their teacher education programme and the conditions they experienced in classrooms. The major challenges of their first years of teaching were related to lesson delivery, managing behaviour, unmotivated students, and students with learning disabilities. The article includes suggestions to prepare teachers for the actualities of working in schools.

Este estudio se centra en las opiniones de profesores principiantes de inglés, no nativos, sobre la eficacia de sus programas de formación como profesores y los retos durante sus primeros años trabajando. Los resultados de una encuesta administrada a cincuenta y cinco profesores principiantes y entrevistas posteriores permiten identificar fortalezas y debilidades en el programa de formación del profesorado y catalogar las dificultades que tuvieron que afrontar en el comienzo de su carrera docente. Se encontraron diferencias significativas entre el contenido de los cursos académicos de los profesores principiantes en su programa educativo y las condiciones experimentadas en sus clases. Los retos principales de sus primeros años como profesores tienen que ver con la impartición de la lección, la gestión de la conducta, el alumnado desmotivado y alumnos con dificultades de aprendizaje. El artículo incluye sugerencias para preparar a los profesores para las realidades del trabajo en las escuelas.

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