The experiences of neophyte teachers: a critical constructivist assessment

Abstract

In this paper the experiences of nine neophyte teachers are examined. Using a critical constructivist approach to analyze the data reveals six conceptual and temporal stages through which these beginning teachers pass during their initial experiences as practitioners. These stages are described as: (i) “archetype,” a pre-conscious and instinctual expression of human nature that is recurrent; (ii) approaching the gates; (iii) clearing the gates; (iv) the gloss wears off; (v) disillusionment and blaming; and, (vi) alternative routes across the Rubicon. Although drawn from a Canadian context, these findings may be transferable to other countries and will be of interest to teacher educators, school administrators, and beginning teachers themselves.