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2025 - Volume 8 - Number 2

Navigating Challenges and Enhancing Effectiveness: The First-Year Experience of Novice Teachers

Cinthya Castañeda Martinez
University of Guanajuato, Language Department, Guanajuato, MEXICO

Open Journal for Studies in Linguistics, 2025, 8(2), 33-40 * https://doi.org/10.32591/coas.ojsl.0802.02033c
Received: 1 June 2025 ▪ Revised: 11 August 2025 ▪ Accepted: 31 December 2025

LICENCE: Creative Commons Attribution 4.0 International License.

ARTICLE (Full Text - PDF)

ABSTRACT:
The transition from student to teacher represents a transformative period filled with both opportunities and challenges. This study examines the early teaching experiences of novice educators as they navigate their first year in the profession. A qualitative case study design was employed to gather data through semi-structured interviews with new English teachers in Guanajuato City. Participants shared their reflections on the realities, this revealed that novice teachers often struggle to establish their teaching identity. Additionally, the study found that while some mentoring and guidance were available, they often lacked consistency and did not address the teachers’ individual needs. The study highlights the need for more structured and responsive support systems that align with novice teachers’ experiences and challenges. By understanding the complexities of this transitional period, stakeholders in education can design interventions that not only support teachers but also positively impact the learning experiences of their students.

KEY WORDS: novice teachers, first-year experience, mentoring, teacher development, challenges.

CORRESPONDING AUTHOR:
Cinthya Castañeda Martinez, University of Guanajuato, Language Department, Guanajuato, MEXICO.

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