English teachers´ challenges in their transition from pre-service to in-service in secondary schools in Mexico: a multiple case study
"The present qualitative case study pursues to investigate three purposes. First, to explore the challenges that English novice teachers encountered at the beginning of their profession. Most novice teachers are part of the union in education, in Mexico the secretaria de educación publica (from...
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| Tipo de recurso: | tesis de maestría |
| Estado: | Versión publicada |
| Fecha de publicación: | 2021 |
| País: | México |
| Institución: | Benemérita Universidad Autónoma de Puebla |
| Repositorio: | Repositorio Institucional de Acceso Abierto RIAA-BUAP |
| Idioma: | inglés |
| OAI Identifier: | oai:repositorioinstitucional.buap.mx:20.500.12371/15814 |
| Acceso en línea: | https://hdl.handle.net/20.500.12371/15814 |
| Access Level: | acceso abierto |
| Palabra clave: | HUMANIDADES Y CIENCIAS DE LA CONDUCTA Maestros de inglés Nuevos profesores--Estudio de casos Maestros de escuelas secundarias--México--Puebla Maestros de escuelas secundarias--Actitudes Educación--Metas y objetivos |
| Sumario: | "The present qualitative case study pursues to investigate three purposes. First, to explore the challenges that English novice teachers encountered at the beginning of their profession. Most novice teachers are part of the union in education, in Mexico the secretaria de educación publica (from now on SEP), and have a tenure in public secondary schools. Second, to find how challenges were solved. Finally, to know what are the factors that influenced novice teachers´ decision-making about their teaching practices. Therefore, to obtain the data two instruments were applied: an online questionnaire and one online focus group interview. Furthermore, the data analysis followed two views, the sociocultural and the language teaching awareness. Overall, the results have shown that participants´ initial challenge was being in charge of a group of people. Furthermore, novice teachers found students not motivated to learn the language, facilities which were not appropriate to the number of students, a mismatch with the book, teaching other subjects, and work location. Novice teachers solved the challenges with the refinement of their skills, most importantly, they had to trust, believed, and have confidence in themselves". |
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