Abstract
This phenomenological study describes the process of learning to teach as experienced by four Canadian elementary school teachers during their first year of teaching. Common experiential themes were: (a) Initial Orientation to the Job, (b) Feeling a Sense of Responsibility, (c) Concern About Ability to Meet Their Expectations, (d) Anxiety About Control, (e) Need for Affiliation with Colleagues, (f) Finding Security, (g) Balancing Content and Process Needs, (h) Self Evaluation of Goal Achievement, (i) Search for Understanding, and (j) Change in Role Orientation. A schematic representation of the interrelationships of these themes was developed. The discussion of the above findings is followed by recommendations for improving preservice training and the provision of transitional support for novice teachers.
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