Browsing by Author "Siitonen, Emma"

Goal. The induction phase in teacher’s career is extremely important when it comes to whether they decide to continue teaching or not. New teachers have the same responsibility of their students as teachers with more experience, but they don’t have all the skills they need yet. The induction at schools is often inadequate and varies between schools. The aim of this study was to find out the major challenges beginning teachers face in their early career. Also, similarities and differences between this study and Veenman’s (1984) study are analyzed. Methods. The type of this study is a descriptive literature review. The data consisted of 11 research articles published in 2007–2018. Thematizing was used as a method to analyze the data. The results of this study were then compared to Veenman’s (1984) results. Results and conclusion. The teachers perceived most challenges with issues related to teaching, handling heavy work load and stress organizational issues, collaboration with parents and school staff and assessment of students learning.The most challenging for beginning teachers were teaching related issues such as discipline, teaching methods, working with students with special needs and implementing the curriculum. Issues related to teaching, contacting with parents and assessment of students learning were highlighted in both this and Veenman’s (1984) studies. However, as opposed to this study, heavy workload wasn’t perceived a significant challenge in Veenman’s study.