Novice teachers' experiences in their first year of teaching after initial training: A case of novice teachers in Ompundja circuit in Oshana educational region in Namibia
type: CreativeWork
description: The main purpose of this study was to explore the experiences of novice teachers in their first year of teaching after the initial training in schools in Ompundja Circuit (OC), Oshana Educational Region (OER) of Namibia. Although there is available literature to support the link between novice teachers’ preparation in universities and colleges, and their effectiveness, there is dearth of literature that particularly focused on the Oshana Educational Region. It appears that there has been no study that explains how teacher training influences the experiences of novice teachers, and the extent that the novice teachers receive support from either their respective schools of employment, or from the Oshana Educational Regional Office, and the impact this support on the effectiveness of their teaching. The research problem was investigated by means of a literature study and a phenomenological investigation, using the qualitative case study design, which targeted a population of twelve novice teachers from primary schools, combined schools, and secondary schools within the OC in the OER. In addition, the study used a criterion purposive sampling to select participants, based on their teaching experiences and qualifications from their previous universities and colleges. Individual interviews were used to collect the data. The findings of this study reveal that there is a gap between what the novice teachers were taught at the university or college, and what they are required to teach in schools. The study recommends that teacher training institutions should offer training courses on learners with special needs such as sign language, and they should introduce courses where student teachers are trained to manage classrooms, discipline learners when they misbehave, and assess learners’ work in schools, so that they can apply their knowledge once they join the teaching profession.
abstract: The main purpose of this study was to explore the experiences of novice teachers in their first year of teaching after the initial training in schools in Ompundja Circuit (OC), Oshana Educational Region (OER) of Namibia. Although there is available literature to support the link between novice teachers’ preparation in universities and colleges, and their effectiveness, there is dearth of literature that particularly focused on the Oshana Educational Region. It appears that there has been no study that explains how teacher training influences the experiences of novice teachers, and the extent that the novice teachers receive support from either their respective schools of employment, or from the Oshana Educational Regional Office, and the impact this support on the effectiveness of their teaching. The research problem was investigated by means of a literature study and a phenomenological investigation, using the qualitative case study design, which targeted a population of twelve novice teachers from primary schools, combined schools, and secondary schools within the OC in the OER. In addition, the study used a criterion purposive sampling to select participants, based on their teaching experiences and qualifications from their previous universities and colleges. Individual interviews were used to collect the data. The findings of this study reveal that there is a gap between what the novice teachers were taught at the university or college, and what they are required to teach in schools. The study recommends that teacher training institutions should offer training courses on learners with special needs such as sign language, and they should introduce courses where student teachers are trained to manage classrooms, discipline learners when they misbehave, and assess learners’ work in schools, so that they can apply their knowledge once they join the teaching profession.
author: Uushona, Roiny
language: en
keywords: Novice teachers, Ompundja circuit
date published: 2018
date modified: 2026-07-27T20:22:09Z
provider: University of Namibia
publisher: Networked Digital Library of Theses and Dissertations
type: WebPage
source organization: University of Namibia

PropertyValue
property ID: Handle
value: http://hdl.handle.net/11070/2306