Abstract
Purpose: The purpose of this study was to analyze the experiences of teachers who participated in novice teacher education and present the study’s implications for rethinking what content should continue to be emphasized and systematically supported in novice teacher education.
 Methods: A teacher who participating in a study is one novice teacher, as is a kindergarten teacher affiliated with C University. The researcher is a professor and director of C University, with 27 years of teaching experience, and conducted the novice teacher education program for 16 weeks. The methods of novice teacher education are reading and discussing articles, completing questionnaires, watching and analyzing class videos, presenting cases, class councils, and writing journals. The collected data were subjected to content analysis.
 Results: Analyzed journals and interviews of participating teachers in a novice teacher education course yields important findings. Teachers' concerns during the first 16 weeks of teaching were organized into the following categories: life guidance, emotion, classes, and professional growth.
 Conclusion: Novice teacher education and support systems that help novice teachers stay in the profession and continue to grow in their professional identity need to be refined and their quality should be assured.
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