ABSTRACT
In the first years of teaching, novice teachers are generally involved in the process of learning how to teach. Chapter 2, Understanding Novice Teachers, gives an account of novice teachers’ need to continue their own learning so as to grow as professionals. With reference to both current and classic literature on novice teachers, this chapter presents discussions on the conception of novice teachers, the challenges they faced in the first years of teaching, Maynard and Furlong’s (1995) stages of novice teacher development, as well as addressing their need for support and guidance to enable them to achieve a sense of satisfaction from the work they do. The chapter also provides an overview of studies concerning novice teachers’ knowledge, practice, and identity. It concludes with a discussion on novice teachers’ professional development in the Malaysian context.
