Abstract
Novice teachers, starting their teaching careers, face a range of challenges related to implementing pedagogical approaches, building relationships and transitioning into a new educational environment. This study examines the experiences of seven novice physics teachers transitioning from pre-service teacher education to in-service teaching. The focus of this study is to identify novice teachers’ problems of practice, teaching secondary physics, as a first step to fostering a research-practice partnership between the teachers and physics education researchers. Findings from one-to-one interviews identified the problems of practice highlighted by the teachers and provides an in-depth understanding of their specific needs at the start of their physics teaching career. This study highlights the specific needs of novice physics teachers that should be addressed in designing professional learning opportunities.
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O’Neill, D., McLoughlin, E. (2022). What Do Novice Physics Teachers Identify as Their Problems of Practice?. In: Borg Marks, J., Galea, P., Gatt, S., Sands, D. (eds) Physics Teacher Education. Challenges in Physics Education. Springer, Cham. https://doi.org/10.1007/978-3-031-06193-6_10
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