HOW DOES A GRADUATED PRIMARY SCHOOL TEACHER ENCOUNTER THE EVERYDAY SCHOOL LIFE IN FINNISH COMPREHENSIVE SCHOOL ENVIRONMENT?
In this article we will examine the first experiences of the novice teachers work in the time period of the first two working months. The purpose of this research is to describe those problems which the teacher at the beginning of the career meets during that time.
The final practicum in primary school teacher education in Kokkola teacher education programme offers a well supported half a year practicum in an authentic teaching circumstance. The deepening practicum , which comes true in ones own class , can be seen as one kind of an induction period practicum where novice teachers vocational growth is supported in authentic conditions (see Kiviniemi 1997; Meriläinen & Valli 2008.)
According to Feiman-Nemserin (2001), the experiences of the teacher's first working year affect the decision to stay in the school teaching and also in what kind of a teacher one will become.
The novice teacher's challenges and workday will appear from the first working day onwards similar to those of experienced colleagues for years in the work. In addition to fact that the teacher meets the new pupils working environment and fellow workers he must command the doctrine contents also to be taught and curriculum and pedagogic teaching arrangements. Without functional routines, they become plenty of work according to Feiman-Nemserin (2001).
I just came home and obviously there are still more challenges in the class than I could imagine.
The teacher students' transition to the working life has been studied a lot. The transition to the working life is regarded as the sensitive and vulnerable stage of the teacher career irrespective of culture and irrespective of teacher training. In this study, we describe the novice teachers' first teaching months in the teacher's work in the light of the new teachers' experiences. At the same time, we try to find tools to develop the pre-service teacher's practicum.