NOVICE ENGLISH TEACHERS’ PERCEPTIONS AND EXPERIENCES OF THEIR FIRST YEAR OF EFL TEACHING IN PNIEB PROGRAM
1.1Introduction to the problem
Teaching is a wonderful,but complex profession that involves a number of interrelated factors. Among them, knowledge about content, pedagogy , curriculum , learners and their characteristics, knowledge of educationalcontexts and educational ends, purposes, values and the philosophical and historical issues Richards and Rogers (1986). According to Rondall and Thornton (2001) teaching involves not just the acquisitionsof theoretical knowledge, but the application of that knowledge to a practical context, the classroom. In order to implement the theories of learning, teachers need to acquire a set of classroomskills. As we can see teaching is about skills, knowledge, values, and some other issues such as managing emotions.
The list of competences characterizing a good teacher is long and seemsendless. Research on EFL has paid attention to what teacher education programs include, as a result models and approaches to teacher education have emerged through time, but there is not much researchfocused on the results of these programs. Interest is paid to the process of teacher formation, but not to their practice. Most beginning teachers struggle through different situations and after sometime they achieve the experience that helps them ease their way in the career.
Since the mid 1970s researchers around the world have shown interest on novice teacher’s issues. Cantú&Martínez(2006) conducted a comparative study between Spain and Mexico on novice teachers. They claimed that the problems faced by them were mainly academic, organizational, social, technological and related tomaterial in both contexts. There are also other important issues such as personal, affective or emotional aspects at the beginning of the career that teachers deal with (Huberman, 1989, p. 194)....
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