Exploring the Experiences of Novice Teachers in Kosovo in the Process of Entering the Teaching Profession

Vollständiger Abstract

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This qualitative descriptive case study explored the experiences of novice teachers at the beginning of their teaching careers in Kosovo, focusing on their professional support, adaptation to school culture, and teaching practice in real classroom settings. The study also examined the perceived contribution of pre-service teacher education programs and the institutional support needed during the first year of teaching. Data were collected through interviews with 15 novice teachers and an analysis of official documents related to teacher development, supported by relevant literature. Findings revealed that schools in Kosovo generally lack formal induction programs and structured supervision systems for novice teachers. Participants reported varying support practices across schools, which often failed to address their professional needs. Consequently, novice teachers experienced challenges in adapting to school culture, lesson planning, and classroom instruction. The study highlights the importance of developing institutional induction programs and diverse support mechanisms to facilitate novice teachers’ professional growth and successful integration into the teaching profession.