Unleashing the Power of Love, Passion, Creativity, and Humanity in Novice Teachers' First Year
DOI:
https://doi.org/10.47941/jep.1745Keywords:
Novice Teachers, Ecological Model, Educational Eros, Transformative Education Practices, Creative PedagogyAbstract
Purpose: This study explores the transformative impact of novice teachers who employ innovative methods and approaches to forge deep, meaningful connections with their students during their first year of teaching.
Methodology: The present study employed a qualitative methodology. Seventeen novice teachers participated in comprehensive, in-depth interviews. After transcribing the interviews, a content analysis approach was employed to identify and define meaningful units pertaining to the symbiotic relationship between novices and their students.
Findings: The findings reveal an extraordinary depth of educational passion, creativity, and empathy that significantly contributes to students' academic and emotional development. The study highlights the profound, empathetic bonds formed between teachers and students, transcending traditional educational outcomes. The novice teachers' success in fostering an inclusive and stimulating learning environment is underscored by their innovative methods and ability to harness personal narratives and cultural sensitivity as pedagogical tools.
Contribution to Theory, Policy and Practice: The research enriches the global body of knowledge on teacher education by showcasing the power of love, passion, creativity, and humanity in the teaching and learning process. It emphasizes the potential of novice teachers to effect significant, positive changes in their students' lives, even in their formative years of teaching. The study's findings underscore the importance of fostering supportive environments for the growth and development of novice teachers and call for reevaluating support structures in teacher education programs worldwide.
Downloads
References
Alase, A. (2017). The interpretative phenomenological analysis (IPA): A guide to a good qualitative research approach. International Journal of Education and Literacy Studies, 5(2), 9-19." https://doi.org/10.7575/aiac.ijels.v.5n.2p.9
Braun, V., & Clarke, V. (2019). Reflecting on reflexive thematic analysis. Qualitative research in sport, exercise and health, 11(4), 589-597." https://doi.org/10.1080/2159676X.2019.1628806
Bronfenbrenner, U. (1974). Developmental Research, Public Policy, and the Ecology of Childhood. Child Development, 45(1), 1-5. https://doi.org/10.2307/1127743
Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and design. Harvard University Press."
Bronfenbrenner, U. (1995). Developmental ecology through space and time: A future perspective. In P. Moen, G. H. Elder, Jr., & K. Lüscher (Eds.), Examining lives in context: Perspectives on the ecology of human development (pp. 619-647). American Psychological Association. https://doi.org/10.1037/10176-018
Bulotsky-Shearer, R. J., Fernandez, V. A., Bichay-Awadalla, K., Bailey, J., Futterer, J., & Qi, C. H. (2020). Teacher-child interaction quality moderates social risks associated with problem behavior in preschool classroom contexts. Journal of Applied Developmental Psychology, 67, 101103." https://doi.org/10.1016/j.appdev.2019.101103
Çakmak, M., Gündüz, M., & Emstad, A. B. (2019). Challenging moments of novice teachers: Survival strategies developed through experiences. Cambridge Journal of Education, 49(2), 147-162. https://doi.org/10.1080/0305764X.2018.1476465
Chaaban, Y., & Du, X. (2017). Novice teachers' job satisfaction and coping strategies: Overcoming contextual challenges at Qatari government schools. Teaching and Teacher Education, 67, 340-350." https://doi.org/10.1016/j.tate.2017.07.002-
Craig, C. (2022). Eros and Education: Rachel Ben-Peretzs Favorite Work. Orland-Barak, L., Flores, M. A., Guberman, A., & Craig, C. J. (Eds.), A Life of Optimism Selected Works of Rachel Ben-Peretz. BRILL.
Creswell, J.W. and Poth, C.N. (2018). Qualitative Inquiry and Research Design Choosing among Five Approaches. 4th Edition, SAGE Publications, Inc., Thousand Oaks.
Curry, J. R., Webb, A. W., & Latham, S. J. (2016). A content analysis of images of novice teacher induction: First-semester themes. Journal of Educational Research and Practice, 6(1), 4." https://doi.org/10.5590/JERAP.2016.06.1.04
Davies, R. (2008). Making a difference in children's lives: The story of Nancy, a novice early years teacher in a Jamaican primary school. International Journal of Early Years Education, 16(1), 3-16." https://doi.org/10.1080/09669760801892151-
Deci, E. L., & Ryan, R. M. (2000). The" what" and" why" of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227-268."https://doi.org/10.1207/S15327965PLI1104_01
Deci, E. L., & Ryan, R. M. (2008). Self-determination theory: A macro theory of human motivation, development, and health. Canadian Psychology/Psychologie canadienne, 49(3), 182-185. https://doi.org/10.1037/a0012801
Dvir, N., & Schatz-Oppenheimer, O. (2020). Novice teachers in a changing reality. European Journal of Teacher Education, 43(4), 639-656. https://doi.org/10.1080/02619768.2020.1821360
Elliott, S., Davis, J.M. (2020). Challenging Taken-for-Granted Ideas in Early Childhood Education: A Critique of Bronfenbrenner's Ecological Systems Theory in the Age of Post-humanism. In: Cutter-Mackenzie-Knowles, A., Malone, K., Barratt Hacking, E. (eds) Research Handbook on Childhood nature. Springer International Handbooks of Education. Springer, Cham. https://doi.org/10.1007/978-3-319-67286-1_60.
Ewing, L. A. (2021). Mentoring novice teachers. Mentoring & Tutoring: Partnership in Learning, 29(1), 50-69." https://doi.org/10.1080/13611267.2021.1899585
Ezer, H., Gilat, I., & Sagee, R. (2010). Perception of teacher education and professional identity among novice teachers. European Journal of Teacher Education, 33(4), 391-404." https://doi.org/10.1080/02619768.2010.504949
Farrugia, L. (2019). WASP (Write a Scientific Paper): The ongoing process of ethical decision-making in qualitative research: Ethical principles and their application to the research process. Early Human Development 133: 48-51. https://doi.org/10.1016/j.earlhumdev.2019.03.011
Fenwick, A. (2011). The first three years: Experiences of early career teachers. Teachers and teaching: theory and practice, 17(3), 325-343." https://doi.org/10.1080/13540602.2011.554707
Goh, P. S. (2019). Implementing Narrative-Pedagogical Approaches in a Teacher Education Classroom. The Qualitative Report, 24(7), 1731-1746. https://doi.org/10.46743/2160-3715/2019.3869
Grewal, I. K., Maher, A., Watters, H., Clemens, D., & Webb, K. (2019). Rewriting Teacher Education: Food, Love, and Community. Journal of Culture and Values in Education, 2(3), 44-60." https://doi.org/10.46303/jcve.03.02.3
Hamre, B. K., & Pianta, R. C. (2005). Can instructional and emotional support in the first"grade classroom make a difference for children at risk of school failure? Child development, 76(5), 949-967. https://doi.org/10.1111/j.1467-8624.2005.00889.x
Hattie, J. (2003). Teachers Make a Difference: What Is the Research Evidence? Distinguishing Expert Teachers from Novice and Experienced Teachers. Australian Council for Educational Research (ACER) Annual Conference on: Building Teacher Quality. https://www.det.nsw.edu.au/proflearn/docs/pdf/qt_hattie.pdf
Hayes, N., & Filipović, K. (2018). Nurturing "˜buds of development': from outcomes to opportunities in early childhood practice. International Journal of Early Years Education, 26(3), 220-232. https://doi.org/10.1080/09669760.2017.1341303.
Horn, I. S., Nolen, S. B., Ward, C., & Campbell, S. S. (2008). Developing practices in multiple worlds: The role of identity in learning to teach. Teacher Education Quarterly, 35(3), 61-72."
Howard, J. L., Gagn, M., & Morin, A. J. (2020). Putting the pieces together: Reviewing the structural conceptualization of motivation within SDT. Motivation and Emotion, 44, 846-861." https://doi.org/10.1007/s11031-020-09838-2
Hull, K. (2002). Eros and education: The role of desire in teaching and learning. Thought & Action, 18, 19-32."
Ironside, P.M. (2014). Enabling narrative pedagogy: inviting, waiting, and letting be. Nursing Education Perspectives, 35(4):212-8. doi: 10.5480/13-1125.1. PMID: 25158414.
Ironside, P. M. (2015). Narrative Pedagogy: Transforming Nursing Education Through 15 Years of Research in Nursing Education. Nursing Education Perspectives, 36(2), 83-88, DOI: 10.5480/13-1102
Jiang, R., & Li, M. (2022). The Application of Narrative Pedagogy in Social Work Teaching. International Journal of Frontiers in Sociology, 4(3)." https://doi.org/10.25236/ijfs.2022.040311
Kaplan, H. (2021). Promoting Optimal Induction to Beginning Teachers Using Self-Determination Theory. SAGE Open, 11(2). https://doi.org/10.1177/21582440211015680.
Kaplan, H. (2022). The unique effects of supporting beginning teachers' psychological needs through learning communities and a teacher-mentor's support: A longitudinal study based on self-determination theory. Frontiers in Psychology, 13, 859364." https://doi.org/10.3389/fpsyg.2022.859364
Kaplan, H., Govrin, D. & Mindlin, M. (2021). A Learning Community of Beginning Teachers: A Systemic Intervention Based on Self-Determination Theory to Promote Autonomous Proactive Teachers. Creative Education, 12, 2657-2686. doi: 10.4236/ce.2021.1211198.
Kennedy, M. (2016). Parsing the practice of teaching. Journal of teacher education, 67(1), 6-17." https://doi.org/10.1177/0022487115614617
Klassen, R. M., & Chiu, M. M. (2010). Effects on teachers' self-efficacy and job satisfaction: Teacher gender, years of experience, and job stress. Journal of Educational Psychology, 102(3), 741-756. https://doi.org/10.1037/a0019237.
KozikoÄŸlu, Ä°., & SenemoÄŸlu, N. (2019). Challenges faced by novice teachers: A qualitative analysis. Journal of Qualitative Research in Education, 6(3)." https://doi.org/10.14689/issn.2148-2624.1.6c3s16m
Leijen, L., Pedaste, M., & Lepp, L. (2020). TEACHER AGENCY FOLLOWING THE ECOLOGICAL MODEL: HOW IT IS ACHIEVED AND HOW IT COULD BE STRENGTHENED BY DIFFERENT TYPES OF REFLECTION. British Journal of Educational Studies, 68(3), 295-310. https://doi.org/10.1080/00071005.2019.1672855.
Main, S. (2012). "˜The Other Half' of Education: Unconscious education of children. Educational Philosophy and Theory, 44, 82 - 95. https://doi.org/10.1111/j.1469-5812.2010.00643.x.
Martin, A. J., & Collie, R. J. (2019). Teacher-student relationships and students' engagement in high school: Does the number of negative and positive relationships with teachers matter?. Journal of Educational Psychology, 111(5), 861." https://doi.org/10.1037/EDU0000317
Merriam, S. B., & Tisdell, E. J. (2015). Qualitative Research: A Guide to Design and Implementation. San Francisco, CA: Wiley.
Miller, J. P. (2009). Education and Eros. In M. Souza, de, L. J. Francis, J. O'Higgins-Norman & D. Scott (Eds.), The international handbook of education for spirituality, care and wellbeing (pp. 581-610). (pp. vii-xxviii). New York: Springer.
Mor, F, Bar Shalom, Y. (2007). The Psychosocial Approach: A Case Study in School Intervention and in Teacher Training. The international Journal for interdisciplinary social sciences. 2(2), 1-10. DOI: 10.18848/1833-1882/CGP/v02i02/59320
Nasser Abu-Alhija, F., & Fresko, B. (2010).Socialization of new teachers: Does induction matter? Teaching and Teacher Education, 26(8):1592-1597. https://doi.org/10.1016/j.tate.2010.06.010
Nurlatifah, A., Adireja, R. K., & Hasim, W. (2021). UNREVEALING THE CHALLENGES OF NOVICE ENGLISH TEACHERS IN ENGLISH TEACHING. English Education and Applied Linguistics Journal (EEAL Journal), 4(3), 246-252." https://doi.org/10.31980/eealjournal.v4i3.1892
Perry, B., & Dockett, S. (2018). Using a bioecological framework to investigate an early childhood mathematics education intervention. European Early Childhood Education Research Journal, 26(4), 604-617. https://doi.org/10.1080/1350293x.2018.1487161.
Pryer, A. (2001). "What Spring Does With the Cherry Trees": The eros of teaching and learning. Teachers and Teaching, 7(1), 75-88. https://doi.org/10.1080/713698758
Reeve, J. (2019). Understanding motivation and emotion. (7th ed.). Wiley.
Ryan, R. M., & Deci, E. L. (2020). Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions. Contemporary educational psychology, 61, 101860." https://doi.org/10.1016/j.cedpsych.2020.101860.
Schatz-Oppenheimer, O. (2017). Being a mentor: novice teachers' mentors' conceptions of mentoring prior to training, Professional Development in Education, 43:2, 274-292, DOI: 10.1080/19415257.2016.1152591
Schatz-Oppenheimer, O., & Dvir, N. (2014). From ugly duckling to swan: Stories of novice teachers. Teaching and Teacher Education 37,140-149. https://doi.org/10.1016/j.tate.2013.10.011
Sela, O., & Harel, M. (2019). "˜You have to prove yourself, initiate projects, be active': the role of novice teachers in their own induction process. Professional Development in Education, 45(2), 190-204." https://doi.org/10.1080/19415257.2018.1441173
Shagrir, L. (2010). Professional development of novice teacher educators: professional self, interpersonal relations and teaching skills. Professional development in education, 36(1-2), 45-60."
Shalom, Y. B. (2014). Seeing the Child: An Assessment of a Psycho-social Teacher Training Approach. The International Journal of Pedagogy and Curriculum, 20(1), 9." DOI: 10.18848/2327-7963/CGP/v20i01/48947
Smith, J. & Nizza, I. E. (2022). Essentials of Interpretative Phenomenological Analysis. American Psychological Association. https://doi.org/10.1037/0000259-000
Spilt, J.L., Koomen, H.M.Y. & Thijs, J.T. (2011). Teacher Wellbeing: The Importance of Teacher-Student Relationships. Educational Psychology Review, 23, 457-477 https://doi.org/10.1007/s10648-011-9170-y
Stepanova, G., Demchuk, A., Tashcheva, A., Gridneva, S., Yakovleva, J., Zaichikov, Y., & Arpentieva, M. (2021). Inclusion as an environmental imperative of educational activity in university, secondary and preschool education. E3S Web of Conferences, 284, 09001. https://doi.org/10.1051/e3sconf/202128409001.
Surma, T., Camp, G., de Groot, R., & Kirschner, P. A. (2022). Novice teachers' knowledge of effective study strategies. In Frontiers in Education (Vol. 7, p. 996039). Frontiers." https://doi.org/10.3389/feduc.2022.996039
Sydnor, J., Sharon Daley, Tammi R. Davis, & Margaret Ascolani. (2023). Novice Teachers Navigating Mentoring Relationships in the United States. Child Studies, (2), 87-107. https://doi.org/10.21814/childstudies.4498.
Thompson, J., Windschitl, M., & Braaten, M. (2013). Developing a theory of ambitious early-career teacher practice. American Educational Research Journal, 50(3), 574-615." https://doi.org/10.3102/0002831213476334
Tran, N. D. (2021). Job Challenges Faced by Novice EFL High School Teachers. International Journal of Science and Management Studies (IJSMS), 98-107. https://doi.org/10.51386/25815946/ijsms-v4i5p109
Tsabar, B. (2014). "Poverty and Resourcefulness": On the Formative Significance of Eros in Educational Practice. Studies in Philosophy and Education, 33, 75-87." https://doi.org/10.1007/s11217-013-9364-5
Vaitzman Ben-David, H., & Berkovich, I. (2021). Functions and relational aspects of mentoring for novice teachers during the second year of teaching. Journal of Education for Teaching, 48(5), 549-560. https://doi.org/10.1080/02607476.2021.2017234
Vansteenkiste, M., Sierens, E., Goossens, L., Soenens, B., Dochy, F., Mouratidis, A., & Haerens, L. (2012). Identifying configurations of perceived teacher autonomy support and structure: Associations with self-regulated learning, motivation and problem behavior. Learning and Instruction, 22(6), 431-439. https://doi.org/10.1016/j.learninstruc.2012.04.002
Wang, H., Hall, N. C., Goetz, T., & Frenzel, A. C. (2017). Teachers' goal orientations and associations with teachers' help-seeking: A multiple goals perspective. Teaching and Teacher Education, 67, 327-337. https://doi.org/10.1016/j.tate.2017.06.007
Webb, A. W., & Baumgartner, J. J. (2023). So Much New to Learn and So Much Unknown: Novice Teachers' Experiences During COVID-19. Journal of Educational Research and Practice, 13(1), 18." https://doi.org/10.5590/JERAP.2023.13.1.17
Wentzel, K. R. (2002). Are effective teachers like good parents? Teaching styles and student adjustment in early adolescence. Child development, 73(1), 287-301."https://doi.org/10.1111/1467-8624.00406
Zavelevsky, E., Shapira-Lishchinsky, O., Benoliel, P., Klein, J., & Schechter, C. (2022). Ecological school culture for novice teachers' retention: Principals' perceptions. Leadership and Policy in Schools, 21(4), 922-937." https://doi.org/10.1080/15700763.2021.1879170
Zembytska, M. (2015). Supporting Novice Teachers Through Mentoring and Induction in the United States. Comparative Professional Pedagogy, 5(1), 105-111. https://doi.org/10.1515/rpp-2015-0029
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Dr. Al-Khansaa Daib, Dr. Edna Green
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution (CC-BY) 4.0 License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
