International Portal of Teacher Education

Articles of the week

The aims of this paper are to explore novice teachers’ experiences in the Covid-19 crisis, and to examine their professional identity construction process.
During the global crisis, novice teachers had to deal with unexpected challenges and take advantage of new opportunities.
This study is based on 32 narratives of novice teachers in Israel who took part in a one semester online Zoom induction in two workshops.
The open conversations narratives in the meetings were recorded and transcribed, and then subjected to categorical content analysis.
The findings show the challenges and opportunities related to three central categories: technological, pedagogical and educational system in the novice teachers’ experiences.
The main contributions of this study are:
understanding the novice teachers’ experiences in the uncertainty and turmoil of the crisis, and learning about professional dilemmas and tensions which gave rise to various challenges and opportunities that that supported the construction their professional identity.
With the advent of the COVID-19 pandemic, even greater efforts are needed to address students’ academic and social emotional needs, all the while making up for learning loss and preparing for the unpredictable combinations of distance learning, blended learning, and in-classroom learning.
These expectations, along with the need for greater emphasis on equity-focused teaching and learning have raised the bar for educators and for educator preparation.
This paper explores what policymakers and educators can do to support educators in meeting the social emotional and academic needs of students.
These strategies include investing in high-quality educator preparation, transforming educator professional learning opportunities to match current needs, supporting mentoring and the development of new teacher roles, and creating time for educators to collaborate with each other and key partners.
These actions are vital for navigating teaching and learning during the pandemic and beyond.