UPSI Digital Repository (UDRep)
|
|
|
Abstract : Universiti Pendidikan Sultan Idris |
The initial years of a teacher’s career can determine their sustainability within the field
of education. This research aims to investigate the challenges faced by the English
Language novice teachers and the support received by the novice teachers to overcome
the challenges. Moreover, this research also investigated how far teacher education
prepares novice teachers in facing the challenges encountered in the first three years of
the teaching profession. This research has adopted a mixed-method research design in
which the data for the questionnaire were collected from 80 novice teachers and
interviews from 5 novice teachers. The results indicated that the most frequent
challenges encountered by the novice teachers were (1) workload challenges, (2)
instructional challenges, and (3) social status and identity challenges. The results also
showed that the most frequent support received by novice teachers was collegial
support. In terms of teacher education, the novice teachers indicated that they faced
challenges to apply the knowledge gained and the most applicable skills they have
learned are developing tests and classroom management. |
References |
Achinstein, B., & Athanases, S. Z. (2005). Focusing New Teacher on Diversity and Equity: Toward a Knowledge Base for Mentors. Teaching and Teacher Education, 21(2015), 843- 862. doi:10.1016/j.tate.2005.05.017 Adams, D., Sumintono, B., Mohamed & Syafika Mohamad. (2018). E-Learning Readiness among Students of Diverse Backgrounds in a Leading Malaysian Higher Education Institution. Malaysian Journal of Learning and Instruction, 15(2), 227-256. Retrieved from http://mjli.uum.edu.my/images/vol.15no.2/227-256new.pdf. Akcan, S. (2016). Novice Non-Native English Teachers’ Reflections on Their Teacher Education Programmes and Their First Years of Teaching. PROFILE Issues in Teachers’ Professional Development, 18(1), 55-70. http://dx.doi.org/10.15 446/ profile.v18n1.48608 Ani Septiani, Raynesa Emiliasari & Agus Rofi. (2019). The Novice English Teachers’ Experience: Practices and Challenges. Academic Journal Perspective: Language, Education and Literature, 7(2), 109-118. Retrieved from http://jurnal.ugj.ac.id/index.php/Perspective/article/view/2708/0. Arumugam Raman., & Halim Mohamed. (2013). Issues of ICT Usage among Malaysian Secondary School English Teachers. English Language Teaching, 6(9), 74-82. doi:10.5539/elt.v6n9p74 Ayua, G. A. (2017, September). Effective Teaching Strategies. Paper presented at the Refresher Workshop for Teachers of Vertex Nursery and Primary School, Benua State, Nigeria. Retrieved from https://www.research gate.net/publication /337946302_EFFECTIVE_TEACHING_STRATEGIES. Balban, S. (2015). Reflections on Teacher Identity: A Case Study of Novice Language Teachers (Master’s Thesis). Retrieved from http://etd.lib.metu.edu.tr/upload/1 2619603/index.pdf. Brannan, D., & Bleistein, T. (2012). Novice TESOL Teachers’ Perceptions of Social Support Networks. TESOL Quarterly, 43(3), 519-541. doi: 10.1002/tesq.40. Bozkurt, G., & Ruthven, K. (2016). Expert and Novice Teachers’ Classroom Practices in a Technological Environment. Proceedings of the Ninth Congress of the European Society for Research in Mathematics Education. Retrieved from https://hal.archives-ouvertes.fr/hal-01289245/document. Caspersen, J. (2013). Professionalism among Novice Teachers. How They Think, Act, Cope and Perceived Knowledge (Doctoral dissertation). Retrieved from https://www.researchgate.net/publication/273136699_Professionalism_among_novice_teachers_How_they_think_act_cope_and_perceive_knowledge. Cakmak, M (2013). Learning from Teaching Experiences: Novice Teachers’ Thoughts. Hacettepe University Journal of Education, (1), 55-67. Retrieved from http:// www.efdergi.hacettepe.edu.tr/yonetim/icerik/makaleler/279-publi shed.pdf. Charleston-Cormier, P. A. (2006). Novice Teachers’ Perception of Their First Year Induction Program in Urban Schools (Doctoral dissertation). Retrieved from https://core.ac.uk/download/pdf/4278017.pdf. Chua, Y.P. (2016). Mastering Research Methods (2nd Ed.). Shah Alam: McGraw Hill Education. 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), 43-65. doi: 10.5590/JERAP.2016.06.1.04. Daneils, D. (2015). Exploring Novice Teacher Identities (Degree’s Thesis). Retrieved from http://www.purpletod.co.za/docs/Identity%20of%20Novice%20Teache rs.pdf. Darling-Hammond, L. (2006). Powerful Teacher Education. San Francisco: Jossey-Bass. Da Luz, F. S. D. R. (2015). The Relationship between Teachers and Students in the Classroom: Communicative Language Teaching Approach and Cooperative Learning Strategy to Improve Learning (Master’s Thesis). Retrieved from https://vc.bridgew.edu/cgi/viewcontent.cgi?article=1020&context=theses. Dayan, U., Perveen, S., & Khan, I. M. (2018). Transition from Pre-Service Training to Classroom: Experiences and Challenges of Novice Teacher in Pakistan. Journal of Social Sciences, 12(2), 48-59. Retrieved from https://www.research gate.net/publication/329842052_Transition_from_Pre-Service_Training_ to_ Classroom_Experiences_and_Challenges_of_Novice_Teachers_in_Pakistan. Dias-Lacy, S. L., & Guirguis, R. V. (2017). Challenges for New Teachers and Ways of Coping with Them. Journal of Education and Learning, 6(3), 265-272. doi: 10.5539/jel.v6n3p265. Dickson, M., Riddlebarger, J., Stringer, P., Tennant, L., & Kennetz, K. (2014).Challenges faced by Emirati novice teachers. Journal of Research in Education, 4(2014), 1-10. doi: http://dx.doi.org/10.5339/nmejre.2014.4 Ebrahimi, S. S., & Yeo, K. J. (2018). The Use of Technology at Malaysian Public High Schools. Merit Research Journal of Education and Review, 6(3), 054-060. Retrieved from https://www.researchgate.net/publication/324279780_The_Use_of_Technology_at_Malaysian_Public_High_Schools. Ettekal, A. V., & Mahoney, J. L. (Ed.). (2017). Ecological System Theory. The Sage Encyclopedia of Out-of-School Learning. Thousand Oaks: SAGE Publications. Fantilli, R.D., & Mcdougall, D. E. (2009). A Study of Novice Teachers: Challenges and Supports in the First Years. Teaching and Teacher Education, 25(6), 814-825. doi: 10.1016/j.tale.2009.02.021 Farahnaz Faez & Valeo, A. (2012). TESOL Teacher Education: Novice Teachers’ Perceptions of Their Preparedness and Efficacy in the Classroom. TESOL Quarterly, 46(3), 450-471. doi: 10.1002/tesq.37 Farahana Yasmin., & Islam. (2018). Academic Roles of English Language Teachers: A Study of the Perceptions of Pakistani Teachers and Students. Journal of Foreign Languages, Cultures and Civilizations, 6(1), 13-24. DOI:10.156 40/jfl cc.v6n1a2 Farah Naz, Khalid Abida, Farhat Munir & Ahmed Saddiqi. (2010). Practicum: A Need in Teacher Education. International Journal of Learning, 17(2010), 7-14. doi: 10.18848/1447-9494/CGP/v17i08/47192 Farber, B. (2000). Treatment Strategies for Different Types of Teacher Burnout. Journal of Clinical Psychology, 56(5), 675-689. doi: 10.1002/(SICI)1097-467 9(200005)56:53.0.CO;2-D Farehah Uri & Sallehhudin Aziz. (2018). Implementation of CEFR in Malaysia:Teachers’ Awareness and the Challenges. The Southeast Asian Journal of English Language Studies, 24(3), 168-183. doi: http://doi.org/10.17576/3L-20 18-2403-13 Farrell, T. S. C. (2012). Novice-Service Language Teacher Development: Bridging The Gap between Preservice and In-service Education and Development. TESOL Quarterly, 46(3), 435-449. doi: https://doi.org/10.1002/tesq.36 Farzaneh Mahmoudi & Ozkan, Y. (2015). Exploring Experienced and Novice Teachers’ Perceptions About Professional Development Activities. Procedia- Social and Behavioural Sciences, 57-64. DOI: 10.1016/j.sbspro.2015.07.487 Fatihah Senom, Razak Zakariah & Shanina Sharatol. (2013). Novice Teachers’ Challenges and Survival: Where do Malaysian ESL Teachers Stand? American Journal of Educational Research, 1(4), 119-125. doi: 10.12691/education-1-4-2. Fatihah Senom & Juliana Othman. (2014). The Native Speaker Mentors: A Qualitative Study on Novice Teachers’ Professional Development. Procedia - Social and Behavioural Sciences, 141(2014), 617-622. doi: 10.1016/j.sbspro. 2014.05.108 Fui, F. J. (2017). The Evaluation of Highly Immersive Programme (HIP). International Journal of Academic Research in Business and Social Sciences, 7(2), 437-449. doi: 10.6007/IJARBSS/v7-i2/2652 Ganesh Kumar, Jazimin Jusoh & Hassan Abdullah. (2017). A Comparative Study of Beginning Teacher Induction in Malaysia and Victoria (Australia): A Review of The Literature. Journal of Research, Policy & Practice of Teachers & Teacher Education, 7(1), 36-48. Retrieved from http://ir.upsi.edu.my/3408/1/A %20comparative%20study%20of%20beginning%20teacher%20induction%20in%20Malaysia%20and%20Victoria.pdf. Gavish, B., & Friedman, I. S. (2010). Novice Teachers’ Experience of Teaching: A Dynamic Aspect of Burnout. Social Psychology Education, (13), 141-167. doi: 10.10007/s11218-009-9108-0 Goh, P.S.C. (2012). The Malaysian Teacher Standards: A Look at the Challenges and Implications for Teacher Educators. Education Research Policy Practice, 11, 73-87. doi: 10.1007/s10671-011-9107-8 Goh, P. S., & Matthews, B. (2011). Listening To the Concerns of Student Teachers In Malaysia during Teaching Practice. Australian Journal of Teacher Education, 36(3), 12-23. Retrieved from http://dx.doi.org/10.14221/ajte.2011v36n3.2 Grangreat, M., & Gray, P. (2008). Teaching as a Collective Work: Analysis, Current Research and Implications for Teacher Education. Journal of Education for Teaching, 34(3), 177-189. doi: 10.1080/02607470802212306 Hamidah Yamat, Farita Mustapa & Ilyas Mahmood. (2016). Upholding the Malay Language and Strengthening the English Language Policy: An Education Reform. International Education Studies, 7(13), 197-205. doi:10. 5539/ies.v7 n13p197 Harish, B. (2007). Teacher Training Concepts. New Dehli: APH Publishing Cooperation. Harrish, D. L., & Anthony, H. M. (2001). Collegiality and its Role in Teacher Development: Perspectives from Veteran and Novice Teachers. Teacher Development, 5(3), 371- 389. doi: https://doi.org/10.1080/1366453010020015 Hasani Dali & Zainuddin Abu Bakar. (2012). Coping with stress: An Investigation of Novice Teacher’s Stressor about Socially Just Teaching. Seminar Kebangsaan Majlis Dekan Pendidikan IPTA, 2012. Retrieved from http://www.fp.utm.my / epusatsumber/listseminar/medc2012/pdf/157.pdf. Hasnida Ghazali, Norfishah Rabi, Nurulhuda Hassan & Norwaliza Wahab. (2018). A Cofirmatory Factor Analysis of Classroom Assessment Practises Scale in a Malaysian Context. International Journal of Academic Research in Progressive Education and Development, 7(3), 516-529. doi: 10.6007/IJARPED/v7-i3/457 0. Hill-Carter, C. N. (2010). The Effects of Teacher Mentoring on Teacher Retention(Doctoral Dissertation). Retrieved from ProQuest Dissertation and Thesis Database. (Publication No. 3426955) Hodge, K. (2015). Workload Forcing New Teachers Out of the Profession. The Guardian. Retrieved from https://www.theguardian.com/teacher-network/ 2015/jan/27/workload-new-teachers-work-life-balance. Howard, J., & Major, J. (2004). Guidelines for Designing Effective English Language Teaching Materials. Retrieved 8 November 2019 from https://www.researchg ate.net/publication/237476568_Guidelines_for_Designing_Effective_English_Language_Teaching_Materials. Hudson, P. (2012). How Can School Support Beginning Teacher? A Call for Timely Induction and Mentoring Effective Teaching. Australian Journal of Teacher Education, 37(7), 71-84. doi: http://dx.doi.org/10.14221/ajte.2012v37n7.1 Jayakaran Mukundan., & Khandehroo, K. (2010). Burnout among English Language Teachers in Malaysia. Contemporary Issues in Education Research, 3(1), 71-76. doi: 10.19030/cier.v3i1.16 Jayeetha Bhattacharjee. (2015). Constructivist Approach to Learning- An Effective Approach of Teaching Learning. International Research Journal of Interdisciplinary & Multidisciplinary Studies, 1(6), 65-74. Retrieved from http://oaji.net/articles/2015/1707-1438677336.pdf. Jayendrakumar. (2016). Redefining the Role of Teachers in the Digital Era. The International Journal of Indian Psychology, 3(3), 40-45. doi:18.01.101/20160 303 John, P. D. (2006). Lesson Planning and the Student Teacher: Re-thinking The Dominant Model. Journal of Curriculum Studies, 38(4), 483- 498. doi: 10.10 80/00220270500363620 Johnson, E. S. (2008). Ecological Systems and Complexity Theory: Toward an Alternative Model of Accountability in Education. Complicity: Journal of Complexity and Educational, 5(2008), 1-10. Retrieved from http://citeseerx .ist.psu.edu/viewdoc/download?doi=10.1.1.471.7361&rep=rep1&type=pdf. Joiner, S., & Edwards, J. (2008). Novice Teacher: Where are They Going and Why Don’t They Stay? Journal of Cross-Disciplinary Perspectives in Education, 1(1), 36-43. Kamaral Kabilan & Raja Ida Raja Izzaham (2008). Challenges Faced and the Strategies Adopted by a Malaysian English Language Teacher during Teaching Practice. English Language Teaching, 1(1), 87-95. Retrieved from https://files.eric.ed.gov/fulltext/EJ1082579.pdf. Karatas, P. & Karaman, A.C. (2013). Challenges Faced By Novice Language Teacher: Support, Identity, and Pedagogy in the Initial Years of Teaching. The International Journal of Research in Teacher Education, 4(3), 10-23. Retrieved from http://dergipark.gov.tr/download/article-file/90261. Karsentin, T., & Collin, S. (2013). Why are The New Teacher Leaving the Profession? Results of Canada-Wide Survey. Education, 3(3), 141-149. doi: 10.5923/j.edu.20130303.01 Katitia, D.M.O. (2015). Teacher Education Preparation program for the 21st Century. Which way forward for Kenya? Journal of Education and Practice, 6(24), 57-63. Retrieved from https://files.eric.ed.gov/fulltext/EJ1078823.pdf. Kayikci, K. (2009). The Effect of Classroom Management Skills of Elementary School Teachers on Undesirable Discipline Behaviour of Students. Procedia Social and Behavioural Sciences, 1(2009), 1215- 1225. doi:10.1016/j.sbspro. 2009.01.218 Kiss, T. (2015). Novice Teacher Happiness and Satisfaction in the First Year of Teaching. Retrieved 3 September 2019 from https://www.academia.edu/22163 321/Novice_teacher_happiness_and_satisfaction_in_the_first_year_of_teaching. Kozikoglu, I. (2017). A Content Analysis Concerning the Studies on Challenges Faced by Novice teachers. Cypriot Journal of Educational Sciences, 00(0), 91-106. Retrieved from https://files.eric.ed.gov/fulltext/EJ1146956.pdf. Lange, J., & Lange, S. B. (2017). Learning To Be a Teacher. London: Sage Publications Ltd. Lindgren, U. (2004). Professional Support to Novice Teachers by Mentoring. Retrieved 8 September 2018 from http://www.pef.uni-lj.si/atee/978-961-6637-06-0/725-737.pdf. Loughran, J. (2015). The Demands, Challenges, and Expectations of Teacher Education. Monash University, 36(3), 5-16. Retrieved from http://www. lerare nopleider.nl/velon/ledensite/files/2015/09/36_3_1Loughran.pdf. Madiha Shah. (2012). The Importance and Benefits of Teacher Collegiality in Schools – a Literature Review, Procedia - Social and Behavioural Sciences, 46, 1242- 1246. doi: 10.1016/j.sbspro.2012.05.282 Maisarah Malik, Razak Zakariah, Faisal Muhamed & Muhsein Sulaiman. (2015). School Survival for Novice Teachers in Malaysia. Business Process Management Journal, 7, 1-7. doi: 10.1166/asem.2015 Maistre, C. L., & Pare, A. (2009). Whatever it takes: How Beginning Teachers Learn to Survive. Teacher and Teacher Education, 26(2010), 559- 564. doi: 10.1016 /j.tate.2009.06.016 Mansoor Fahim, Hadi Hamidi & Saeid Najadi Sarem. (2013). Investigating the Role of Teachers’ Self-monitoring in the Learners’ Willingness to Communicate: A Case of Iranian EFL Leaners. Journal of Language Teaching and Research, 4(3), 624, 635. doi: 10.4304/jltr.4.3.623-635 Manarung, K. (2012). Creative Teachers and Effective Teaching Strategies that Motivate Learners to Learn. Indonesian Journal of Science Education, 2(1), 1-8. Retrieved from https://www.researchgate.net/publication/323915278_CREATIVE_TEACHERS_AND_EFFECTIVE_TEACHING_STRATEGIES_THAT_MOTIVATE_LEARNERS_TO_LEARN. Maslach, C. (1993). Burnout: A Multidimensional Perspectives. Retrieved 2 December 2018 from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC49117 81/. Melor Yunus, Harwati Hashim, Noriah Ishak, & Zamri Mahamod. (2010). Understanding TESL Pre-service Teachers’ Teaching Experiences and Challenges via Post-practicum Reflection Forms. Procedia Social and Behavioral Sciences, 9(2010), 722- 728. doi: 10.1016/j.sbspro.2010.12.224 Mtika, P. (2011). Trainee Teachers’ Experiences of Teaching Practicum: Issues, Challenges, and New Possibilities. Africa Education Review, 8(3), 551- 567. doi: http://dx.doi.org/10.1080/18146627.2011.618715 Momen Yaseen & Ali Rahimi. (2018). Challenges Faced by Novice EFL Teachers. International Journal of Humanities and Cultural Studies, 5(1), 149-166. doi: 10.1719/IJHCS. Mon, A. (2016). Novice Teachers’ Professional Adaptation: Ukrainian Experience. Journal of Teaching and Education, 05(02), 515-522. Retrieved from https://www.academia.edu/30680867/NOVICE_TEACHERS_PROFESSIONAL_ADAPTATION_UKRAINIAN_EXPERIENCE. Morrison, C. M. (2013). Teacher Identity in the Early Career Phase: Trajectories that Explain and Influence Development. Australian Journal of Teacher Education, 38(4), 91-107. Retrieved from https://files.eric.ed.gov/fulltext/EJ1013936.pdf. Nantanga, S. P. (2014). Novice teachers’ Experiences of Induction in Selected Schools in Oshana Region, Namibia (Master’s Thesis). Retrieved from. https://www. mobt3ath.com/uplode/book/book-33479.pdf. Nikose, R. L. (2013). Teacher Education in the New Millennium. New Dehli: APH Publishing Cooperation. Noredayu Ariff, Hamidah Yusof & Mahaliza Mansor. (2016). Availability of Novice Teacher Professionalism: A Content Analysis. International Journal of Academic Research in Business and Social Sciences, 6(12), 353-373. doi: 10.6007/IJARBSS/v6-i12/2502. Olusegun, S. (2015). Constructivism Learning Theory: A Paradigm for Teaching and Learning. Journal of Research & Method in Education, 5(6), 66-70. doi: 10.1 097/7388-05616670 Öztürk, M. & Yildirim, A. (2008). Induction into Teaching: Adaptation Challenges of Novice Teachers (Master’s Thesis): Middle East Technical University, Ankara. Ozturk, M. & Yildirim, A. (2013). Adaptation Challenges of Novice Teachers. Hacettepe University Journal of Education, 28(1), 294-307. Retrieved from https://www.academia.edu/34957943/Adaptation_Challenges_of_Novice_Teachers. Pogodzinski, B. (2014). Collegial Support and Novice Teachers’ Perceptions of Working Conditions. Journal of Educational Change, 15(4), 1-24. DOI:10.10 07/s10833-013-9221-x Poom-Valickis, K. (2014). Novice Teachers’ Professional Development During the Induction Year. Procedia - Social and Behavioural Sciences, 112, 764-774. doi: 10.1016/j.sbspro.2014.01.1228 Radha Mohan. (2011). Teacher Education. New Dehli: PHI Learning Private Limited. Radhika Kapur. (2018). Problems and Issues in Teacher Education and Curriculum Development. Retrieved 21 April 2019 from https://www.researchgate.net /pub lication/323833863_Problems_and_Issues_in_Teacher_Education_and_Curriculum_Development. Rahman Koca. (2016). Problems of Novice Teachers: Challenges vs. Support. Journal of Education in Black Sea Region, 1(2), 92-101. Retrieved from https:// www. researchgate.net/publication/286797918_The_Problems_of_Novice_Classroom_Teachers_having_Regular_and_Alternative_Certificates. Razak Zakaria., & Mohsin, M. (2015). Malaysia’s Teacher Education Curriculum: Outcome and Issues in Developing Human Capital through Educational Reform .Retrieved 8 November 2019 from https://www.researchgate.net/publication/3 00919592_Malaysia's teacher_education_curriculum_Outcome_and_issues_in developing_human_capital_through_educational reform. Rees, R. B. (2015). Beginning Teachers’ perceptions of Their Novice Year of Teaching. (Master’s Thesis). Retrieved from https://digitalcommons.usu.edu/ etd/4229. Reena, B., & Bonjour, R. (2010). Motivation: Extrinsic and Intrinsic. Retrieved 13 December 2019 from https://www.researchgate.net/publication/309391337 Motivation Extrinsic and Intrinsic. Rosilawati Sueb. (2013). Pre-Service Teachers’ Classroom Management in Secondary School: Managing for Success in Teaching and Learning. Procedia- Social and Behavioural Sciences, 90(2013), 670-676. doi: 10.1016/j.sbspro.2013.07.139 Sabirova, D. R. (2014). Continuos teacher education: quality assurance. Procedia- Social and Behavioural Sciences, 143, 243-246. doi: 10.1016/j.sbspro.2014.0 7.396 Sali, P. & Kecik, I. (2018). Challenges of First Years of Teaching in Turkey: Voices of Novice EFL Teachers. English Language Teaching, 11(4), 117- 131. doi: 10.5539/elt.v11n4p117 Sandip Ratna & Tron, B. (n.d). Learning Theories: Implications in Teacher Education. Retrieved 5 March 2019 from https://www.academia.edu/6730061/Learning Th eories_Implications_in_Teacher_Education. Savchenko, O. (2013). Didactic Adaptation of University Graduates: Efficiency Enhancing Conditions. American Journal of Educational Research, 1(11), 538-542. doi: 10.12691/education-1-11-14 Schreurs, J., & Dumbraveanu, R. (2014). A shift from Teacher Centred to Learner Centred Approach. International Journal of Engineering Pedagogy (iJEP), 4(3), 36-41. doi: 10.3991/ijep.v4i3.3395 Sieber- Nagler, K. (2016). Effective Clasrrom-Management & Positive Teaching. English Language Teaching, 9(1), 163- 172. doi:10.5539/elt.v9n1p163 Smith, S. (2013). Determining Sample Size. Retrieved 10 December 2018, from https://www.ndsu.edu/gdc/wp-content/pdf/Determining-Sample-Size.pdf. Sofiah Zakaria, Khaliza Saidin & Rozi Mohamad. (2016). Issues Among Novice Teachers in Malaysia. International Seminar on Generating Knowledge Through Research, 1(2016), 855-862. doi: http://dx.doi.org/10.210 70/ picecr s.vli1.564. Solarte, A. C. S. (2011). The Importance of Classroom Management for Novice Teachers. Retrieved 5 December 2018 from https:// www.researchgate.net/pr ofile/Ana_Sanchez_Solarte/publication/293485195_The_Importance_of_Classroom_Management_for_Novice_Teachers/links/56b8c1bd08aee4de7a9c5fdf/The-Importance-of-Classroom-Management-for-Novice-Teachers.pdf. Struyven, K., & Vanthournout, G. (2014). Teachers’ Exit Decision: An investigation Into The Reasons Why Newly Qualified Teachers Fail to Enter The Teaching Profession or Why Those Who Do Enter Do Not Continue Teaching. Teaching and Teacher Education, 43(2014), 37-45. doi: http://dx.doi.org/10.1016/j.tate. 2014.06.002 Syaiful Anwar, Rosnidar Mansor & Hassan Abdullah. (2017). Teaching Practice Assessment Methods for Pre-Service Teachers in Malaysian Teacher Education. Advances in Social Science, Education and Humanities Research, 115, 246-252. Retrieved from https://www.researchgate.net/profile/Sya iful_Y ahya/publication/325731692_Teaching_Practice_Assessment_Methods_For_Pre-Service_Teachers_In_Malaysian_Teacher_Education/links/5b6d28ea299bf 14c6d97e7e1/Teaching-Practice-Assessment-Methods-For-Pre-Service-Teach ers-In-Malaysian-Teacher-Education.pdf?origin=publication_detail. Tan Yoong Yee., & Zainudin Hassan. (2019). Problem and Challenges Met by Novice Teachers in Johor. International Journal of Recent Technology and Engineering (IJRTE), 8(2), 689-694. DOI:10.35940/ijrte.C1221.1083S219 Tang, K. W. (2013). Teaching as collective work. What are the needs of novice teachers? Procedia-Social and Behavioural Sciences, 93, 195-199. doi: 10.10 16/j.sbspro.2013.09.177 Tang, K. W., & Tan, C. C. (2015). The Importance of Ethics, Moral and Professional Skills of Novice Teachers. Procedia- Social and Behavioral Sciences, 205, 8-12. doi: 10.1016/J.SBSPRO.2015.09.004 Ulvik, M., & Smith, K. (2011). What characterises a good practicum inteacher education? Education Inquiry, 2(3), 517-536. doi: 10.3402/edui.v2i3.21997 Veenman, S. (1984). Percieved Problems of Beginning Teachers. Review of Educational Research, 54(2), 143-178. doi:10.3102/00346543054002143 Vethamani, M. E. (2011). Teacher Education in Malaysia: Preparing and Training of English Language Teacher Educators. The Journal of Asia TEFL, 8(4), 85-110. Vranjesevic, J. (2014). The Main Challenges In Teacher Education For Diversity. Faculty of Philosopyhy, University of Belgrade. doi: 10.2298/ZIPI1402473V Waleed, Lizawati Yusuf & Shahizan Othman. (2015). The Effectiveness of Using E-Learning in Malaysian Higher Education: A Case Study Universiti Teknologi Malaysia. Mediterranean Journal of Social Sciences, 6(5), 625-637. doi: 10.59 01/mjss.20 15.v6n5s2p625 Warsame, K. B. (2011). Evaluating The Effectivenss of Novice Teacher Support Structures (Doctoral Thesis). Retrieved from https://pqdtopen.proquest.com/d oc/855823413.html?FMT=AI. Webster, C. A., & Schempp, P. G. (2008). Self- Monitoring: Demystifying the Wonder of Expert Teaching. Journal of Physical Education, Recreation & Dance, 79(1), 23-29. doi: 10.1080/07303084.2008.10598115 Widiati, U., Suryati, N., & Hayati. (2018). Unraveling The Challenges of Indonesian Novice Teachers of English. Indonesian Journal of Applied Linguistic, 7(3), 621-629. https://doi.org/10.17509/ijal.v7i3.9824 Xiaofei, R. (2018). Learning Theories that Impact English Teaching and Learning.Retrieved 20 September 2021 from https://www.researchgate.net/publication/ 326248066_Learning_Theories_that Impact_English_Teaching_and_Learnin g. Yasar, S. (2008). Classroom Management Approaches of Primary School Teachers (Master’s Thesis). Retrieved from https://etd.lib.metu.edu.tr/upload/12610051/ index.pdf. Zuwati Hasim, Shi, D., & Barnard, R. (2018). Eliciting Teachers’ Understanding and Their Reported Practices on School-Based Formative Assessment: Methodological Challenges. Indonesian Journal of Applied Linguistics, 8(1), 158-166. doi: 10.17509/ijal.v8i1.11476
|
This material may be protected under Copyright Act which governs the making of photocopies or reproductions of copyrighted materials. You may use the digitized material for private study, scholarship, or research. |