Collective Work And Its Implications On Novice Teachers’ Teaching Practices
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Date
2015-08
Authors
SEOW HONG, CHAN
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Abstract
The transition from the teachers’ training institution or university to life in a real classroom situation has been broadly characterized as a challenge for novice teachers. The aim of this study is to examine the implications of collective work on novice teachers’ teaching practices. This study was conducted using qualitative method fully that seek to explore the problems faced by novice teachers, the involvement, the required and the actual need gained of collective work among novice teachers. In addition, this study aims to identify the various dimensions, modes and functions of collective work occurred, actions being taken by administrators and, the implications of collective work on novice teachers’ teaching practices. 20 novice teachers from Kedah, Penang, and Perak were selected as subjects of this study. Semi-structured interview were used for all the subjects. The researcher also refers to reflective journals of novice teachers. 15 school administrators were interviewed to obtain their views from different perspectives that served as triangulation. The results of this study showed that problems faced by novice teachers ranging from classroom management, communication, effective teaching strategy, content knowledge, utilizing teaching aids, individual factors of students and teachers, to school environment. These problems could be resolved through different dimensions, modes and function of collective work novice teachers involved such as curriculum and extra-curricular activity, schools events, in-service courses, discussions and meetings, as well as integrative activities. The actions school administrators had taken in appointing mentors, conducting classroom observation,
promoting team work, providing encouragement, conducting in-service and professional courses substantiate the competency of novice teachers resulting in improvement of students’ participation, planning and preparation of teacher, instructional strategy, communication skills, use of instructional resources, assessments, instructional content and classroom management. The findings also indicated that self-confidence, job satisfaction and commitment of novice teachers increased too. Nevertheless, the implication of collective work is actually subjected to novice teachers’ attitudes from the perspectives of school administrators. Lastly, the researcher tried to introduce a framework of collective work that could be served as a fundamental reference and platform for further research.
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Keywords
Collective Work And Its Implications On Novice Teachers , Teaching Practices