Mapping the Needs? Analysis of the Emotional and Pedagogical Abilities for New Teachers in their First Year of Teaching

Abstract

In their first year of teaching, teachers should develop mental and emotional resilience as they develop their teaching skills, strengthen their resilience, and develop their professional identity alongside social-emotional competencies that can increase teachers' resilience and enhance their personal and professional development. Teachers can be resilient to a certain degree, but this can vary depending on the time, situation, or location where they teach, they also may experience times in their careers when they cannot control some changes, but others may be beyond their control especially due to the recent global pandemic that increased the understanding of the need to strengthen emotional resilience. For this, it's necessary to map and analyse the components that build the emotional resilience of the new teachers in their first year at school. This article presents doctoral research results focusing on mapping primary competencies and needs in the first year of teaching so that teachers can cope with daily challenges. The article emphasizes the importance of these skills. This article presents doctoral research results focusing on mapping primary competencies and needs in the first year of teaching so that teachers can cope with daily challenges. New teachers need to develop SEL and resilience skills in service. The article emphasizes the importance of these skills. Based on the results of a focus group conducted on new teachers at the end of their first year of teaching, we examined the primary needs that affect emotional resilience and wellbeing, which are key for integrating new teachers into the classroom.