Challenges Confronting Kindergarten Teachers in their First Year of Teaching

Aviva Dan, Eitan Simon


After completing formal teacher training, novice teachers' first year in the teaching field is a year of great expectations and anticipation, but it also engenders anxiety and lack of confidence. Research has addressed novice school teachers' induction processes, indicating that this first year represents a period of challenges, dilemmas and difficulties. However, little has been written about the first-year experiences of novice kindergarten teachers. The authors assumed that novice kindergarten teachers face similar experiences. During this first year, it is obligatory for novice kindergarten teachers to attend a professional development workshop. The aim of the workshop is to provide a significant support system for the novice teacher in this challenging year.  This research examined the novice kindergarten teacher’s dilemmas and challenges during this critical first year and their attitudes towards the professional development workshop, relating to the relevance of the workshop in assisting the kindergarten teachers in coping with the dilemmas that arose from the field.   The findings indicate that the novice kindergarten teachers experience similar dilemmas in their first year in the field to those experienced by school teachers. It was also found that the workshop was not a significant factor in helping the novice kindergarten teachers cope with this challenging experience. It is concluded that it is necessary to re-evaluate the workshop framework to make it a place of significance for the novice kindergarten teacher.



: Novice kindergarten teachers; Kindergarten teachers' training; Induction year

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