Challenges and Solutions: The Experiences of Newly Qualified Science Teachers
Year: 2017
Type: article
Abstract: We explored the challenges that five newly qualified teachers (NQTs) faced in the teaching and learning situation and how they addressed their challenges. The teachers taught integrated science at the Junior High School (JHS; ages 12-15 years). Data were collected through observation, interview, and content analysis. We used the inductive and deductive analytic methods, and we found out that the NQTs faced the following challenges among others: (a) lack of resources for teaching and learning, (b) time management, (c) deficiency in content knowledge, (d) their students’ inability to understand the lessons taught, (e) student indiscipline, (f) lack of their students’ interest in science, and (g) their inability to complete the integrated science syllabus. The challenge of lack of resources and deficiency in content knowledge cut across all the NQTs. Some of the methods that they used to solve their challenges are (a) improvising equipment, (b) modifying their teaching, and (c) talking with parents. It was recommended, among other things, that the basic schools should be supplied with equipment/materials and also that preservice training should equip prospective teachers with skills to help them face their challenges.
Source: SAGE Open
Authors: Cecilia Boakye, Joseph Ghartey Ampiah
Institution: University of Cape Coast
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: gold
Estimated APC paid: $1,600
OpenAlex ID: W2610758165