Search results for: Mahmood Sehba

This article examines the realities of practice for beginning early childhood teachers. The article reports the beginning teachers' views about the issues they faced, their perceptions of preservice teaching, and the impact that this had on their transition from student to teacher. Findings reveal that the reality of moving from the role of the student to teacher was disconcerting for these new teachers. The move to being a “real” teacher was a formidable experience for these participants and this should be recognized relatedly.