Document Type : Research Paper

Authors

• shahla bahrami ¹
• alireza sadeghi ²

¹ Department of Educational Sciences, Faculty of Educational Sciences and Psychology, Allameh Tabatabaei University of Tehran, Tehran, Iran

² Associate Professor, Department of Curriculum Studies, Allameh Tabatabaei University, Tehran, Iran

Abstract

New teachers, along with the many opportunities they create for students in the field of teaching, can always face challenges in this field that need to be examined. For this purpose, this study was conducted with the aim of examining students' lived experience of teaching new teachers and within the framework of a qualitative research method and a phenomenological design. The participants in this study were 20 students from the fifth and sixth grades of elementary school, whose teachers were in their first year of teaching, who were selected purposefully and participated in semi-structured interviews. The analysis of the interviews was conducted using the Claise model. The research findings led to the identification of 55 codes and 4 categories of new teacher interactions with students, the design and implementation of appropriate teaching opportunities, teaching challenges, and solutions. Based on the findings of the study, it is suggested that classroom management and teaching planning training courses be held for teachers, and that these teachers benefit from the experiences of older teachers, and that new teachers should practice continuously and, by reviewing their experiences, identify their strengths and weaknesses so that they can improve. These exercises can include model teaching, observing the teaching of others, and analyzing their own teaching.

Keywords

• New teachers, students'
• lived analysis, new teachers'
• opportunities, new teachers'
• challenges