Challenges and Concerns of Beginning Teachers in the Romania Community of Spain

• In Event: Novice Teachers’ Experiences in High-Needs International Contexts

Abstract

We are living through times of change that are constantly challenging the capacity for balance, inclusion and innovation. The value of societies is directly related to the level of education of their citizens (Darling-Hammond, 2001; Marcelo, 2009). It is necessary to establish formal and informal ways for citizens and professionals to be constantly learning (Cochran-Smith & Fries, 2005). The role of teachers continues to be crucial for the development of societies, and it is essential to consider how we can help teachers to sustain in their profession and to contribute to their schools (Craig, 2017).
The aim of this study is to know how beginning teachers learn and what teacher education deficiencies are when they teach in schools with special needs. Two novice teachers participated in this qualitative study. One teaches mathematics and literacy teaching in primary and the other in child education. The two schools are located in a neighborhood whose population is mostly the Roma origin, with needs that require special attention. In both schools, school absenteeism is high and parents pay little attention to the education of their children. We have adapted the Jordell (1987) instrument to the characteristics of this study. The dimensions for the interview analysis were: experiences during the first year, changes and learning, concerns, collaboration network and teacher education.
During their first year of teaching, these teachers affirm that it has been a great challenge and that they have learned through experiences. They use the concepts "growth", "personal satisfaction" and "learning" to describe short but intense career. The two teachers point out the need to improvise permanently in the classroom as well as the little control they can exercise there being major learning experiences. . The biggest concern during this first year has to do with social aspects, that is, how to build connections with students and their families. The two teachers have sought acceptance by administration constantly. On the contrary, the relations with the other teachers have been characterized by respect and companionship. Teachers help each other to overcome obstacles and resolve conflicts between students. Finally, regarding teacher education, the beginners assure that it was not enough to deal with the reality of their schools. They did not think themselves as master teachers, especially in such a complicated context. They learned teaching by doing. There is also insufficient training on innovative methodologies. In the same way, they point out the mentors and another professional as indispensable to teacher learning, improvement and transformation.
To conclude, we propose the need for an induction program to support beginning teachers in schools of Romania community in Spain. Mentors need to accompany beginning teachers in induction. Also, the program counts on the commitment of the whole school, families, community, and policy.

Authors

• Carmen Gallego-Dominguez, University of Sevilla

• Paula Marcelo-Martinez, University of Sevilla