Abstract:

The first year of the professional activity, during which the teacher adapts to specific working conditions, requires a great deal of effort from the novice teacher. Authors analysing the professional socialization and adaptation processes of novice teachers, point out that unsuccessful initial work experience at school determines further motivation for the professional activity and realization in the chosen profession. Based on the insights given in science sources, a problem question is formulated: What experiences and feelings do teachers live through during their first year of professional activity at school? What professional strengths and weaknesses do teachers identify in the initial stage of their professional career?
The research aim is to analyse experiences of being a teacher in the initial stage of the professional career, identifying key strengths and weaknesses. Data were collected employing a written survey that involved teachers starting their career at school, using an open-ended type questionnaire. Data were analysed applying thematic analysis (version of V. Braun and V. Clarke).
Applying thematic analysis method, themes were formed, revealing the path of the teacher’s professional development, which starts already at the higher education institution, after choosing pedagogical studies and acquiring experience in professional practice. The results reveal experiences and feelings of novice teachers as being a teacher in the initial stage of their professional activity at school, distinguishing themes that highlight one’s as teacher’s strengths and weaknesses. The content of themes reveals that the teacher’s successful professional adaptation is directly related to the content of lived experience.

Keywords:

Teachers, being a teacher, experiences and feelings, initial stage of professional activity, thematic analysis.