Iranian Journal of Curriculum Studies

Iranian Journal of Curriculum Studies

Studying The Professional Life Cycle of New Teachers in Their First Year of Teaching

Document Type : Original Article

Authors
Behrooz Khorram 1
Azimehsadat Khakbaz 1
mohammadreza yousefzadeh chosari 2
1 Bu-Ali Sina University
2 Department of education,faculty of humanities,Bu-Ali-sina university
10.22034/jcs.2025.416934.2168
Abstract
In this research, the lived experience of new teachers was investigated from the perspective of their professional life during teacher training and the first year of teaching. The research was carried out in the framework of qualitative approach and descriptive phenomenological method and semi-structured interview was used to collect information. The information community included new teachers who had completed a four-year teacher training course and had less than five years of teaching experience. The research sample includes 15 of the aforementioned new teachers who were selected based on the logic of sampling in phenomenological research in a purposeful and criterion-oriented manner. Content analysis method and coding process were used to review and analyze the information. To check the reliability of the data, four criteria of believability, transferability, reliability and verifiability were examined. According to the findings of the research, the professional life cycle of new teachers in the first year of service in two general periods before the service and the beginning of the service proceeds in a non-linear way in the form of 12 stages, which could be improved by providing suitable solutions.
Keywords
New teacher
early years of teaching
professional life cycle
teacher training

Subjects

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  • Receive Date 03 October 2024
  • Revise Date 21 July 2024
  • Accept Date 26 February 2025