نوع مقاله : مقاله پژوهشی
نویسندگان
1 دانشجوی دکتری برنامهریزی درسی، دانشگاه آزاد اسلامی اراک، اراک، ایران
2 برنامهریزی درسی، گروه علوم تربیتی، دانشگاه هرمزگان، هرمزگان، ایران
چکیده
کلیدواژهها
عنوان مقاله [English]
نویسندگان [English]
Background and Purpose: This study aims to identify the challenges faced by novice elementary school teachers in adapting curricula to real classroom conditions.
Methods: A qualitative research approach was adopted, utilizing semi-structured interviews for data collection. The participants consisted of 20 novice teachers, all graduates of Farhangian University, with one to three years of teaching experience. The data were collected during the 2023-2024 academic year. They were selected using purposive sampling. The collected data were analyzed through systematic qualitative coding. To ensure content validity, the interview questions were reviewed and approved by educational experts and university professors. Additionally, to enhance the credibility of the findings, the initial coding results were shared with a group of novice teachers and education specialists for feedback. To ensure reliability, the coded data were reviewed multiple times and cross-checked by both the researcher and an independent coder. Further validation was conducted by other researchers to confirm consistency.
Results: The results indicated that novice teachers face multiple challenges in their early years of teaching. One major challenge was managing the learning environment, including maintaining discipline, handling student behavior, and creating an engaging and structured classroom atmosphere. Additionally, they struggled to address the diverse needs of students, especially in classrooms with varying cultural backgrounds and special educational needs. Another significant challenge was curriculum adaptation, as pre-designed lesson plans often did not align with real classroom conditions, requiring teachers to modify and personalize their teaching methods. Furthermore, novice teachers faced difficulties in interacting with colleagues, administrators, and parents, with many reporting a lack of professional support and mentorship, leading to feelings of isolation and inefficacy. Lastly, work-related stress and psychological well-being were critical concerns, as balancing professional responsibilities with personal life resulted in high levels of stress, workload pressure, and burnout.
Conclusion: The findings highlight that novice teachers encounter significant challenges during their early years of teaching. Understanding these challenges and implementing appropriate support mechanisms can enhance their professional performance and facilitate a smoother transition into the educational environment. Providing structured mentorship, ongoing professional development, and practical classroom management training can help novice teachers adapt more effectively and improve the overall quality of education.
کلیدواژهها [English]
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