Training for Teaching ‐ Reflective Observation of Beginning Teachers in Their First Year

Abstract

This study examines the experience of beginning teachers in their first year of teaching using reflection that reveals successes, challenges, musings, and deliberations. The study was conducted in the qualitative approach using analysis of categories and themes during an academic course at Beit Berl College in Israel. Analysis of the reflections indicates that beginning teachers experience success in diverse ways of teaching and assessment alongside complex coping with problems of discipline and class management, contact with parents, and support of the mentoring teacher. These findings indicate the importance of optimal absorption and opportunities for young teachers to express their strengths.