Novice EFL Teachers’ Challenges in Mostaganem Rural Areas

Hanane Sarnou-Kenza Belatrech

doi:doi:10.11648/j.ss.20180703.13

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Novice EFL Teachers’ Challenges in Mostaganem Rural Areas

Hanane Sarnou-Kenza Belatrech

Published in Social Sciences (Volume 7, Issue 3)

Received: 8 January 2018 Accepted: 23 March 2018 Published: 5 May 2018

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Abstract

Many EFL students graduate from Algerian universities every year. Some of them, regardless of their level or training, will have the opportunity to be either substitute or fully-fledge teachers in secondary or middle schools. Some newly-recruited teachers tend not to be well-qualified and trained during their undergraduate studies and/or during the induction period into teaching.When they are newly recruited to teach in schools, they may face some difficulties which tend to hamper effective performance in the new occupation due to their lacking experience.Therefore, they would face some challenges of adaptation and struggles during theirearly years of teaching. This study, therefore, is an attempt to investigatethe expected challenges faced by newly-recruited or novice teachersin a number of rural areas in the city of Mostaganem, a town situated in the Western North of Algeria. To carry out this research, we administered a questionnaire to fourteen EFL newly-recruited teachers in middle and secondary schools from ruralregions in Mostaganem. Eventually, we put forward that a significant number ofnovice EFL teachers may encounter some obstacles with regard to a gap that does exist between their formation and the different requirements of the profession. The research findings reveal that some EFL beginning instructors are partly dissatisfied with their undergraduate and in-service training in teaching, thereby, experiencing some difficulties. Nonetheless, the informants in this study brought to lightsome factors which alleviate newly-recruited teachers’ challenges and help them well-experience their early years of teaching.

Published in	Social Sciences (Volume 7, Issue 3)
DOI	10.11648/j.ss.20180703.13
Page(s)	125-132
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2018. Published by Science Publishing Group

Keywords

EFL Novice Teachers, Formation/Training, Initial Years of Teaching, Difficulties

References

[1]	Borg, W. R., & Gall, M. D. (1989). Educational research. An introduction (5th ed.). White Plains, NY: Longman.
[2]	Robson, C., 1993. Real world research: a resource for social scientists and practitioner researchers. Blakewell, Cambridge, USA, ISBN 0631176896.
[3]	Mathers, N., Fox, N., &Hunn, A. (2009). Surveys and Questionnaires. The NIHR RDS for the East Midlands / Yorkshire & the Humber, 1-30.
[4]	Gay, L. R. (1987) Educational Research: Competencies for Analysis and Application. 3rd.edn. London: Merrill Publishing.
[5]	Leary MR. 1995. Self-Presentation: Impression Management and Interpersonal Behavior. Boulder, CO: Westview.
[6]	Farrell, R. (2008). Japanese Investment in the World Economy: A Study of Strategic Themes in the Internationalisation of Japanese Industry. britain: Edward Elgar.
[7]	Bezuk, and Chiero (1997).Preservice Teacher Preparation in the United States. Peabody Journal of Education, 72 (1),4-24.
[8]	Kuzmic,J. (1993). A beginning Teacher’s search for meaning: Teacher Socialization, Organizational Literacy, and Empowerment. Teaching and Teacher Education.

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Hanane Sarnou-Kenza Belatrech. (2018). Novice EFL Teachers’ Challenges in Mostaganem Rural Areas. Social Sciences, 7(3), 125-132. https://doi.org/10.11648/j.ss.20180703.13

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Hanane Sarnou-Kenza Belatrech. Novice EFL Teachers’ Challenges in Mostaganem Rural Areas. Soc. Sci. 2018, 7(3), 125-132. doi: 10.11648/j.ss.20180703.13

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Hanane Sarnou-Kenza Belatrech. Novice EFL Teachers’ Challenges in Mostaganem Rural Areas. Soc Sci. 2018;7(3):125-132. doi: 10.11648/j.ss.20180703.13

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@article{10.11648/j.ss.20180703.13,
  author = {Hanane Sarnou-Kenza Belatrech},
  title = {Novice EFL Teachers’ Challenges in Mostaganem Rural Areas},
  journal = {Social Sciences},
  volume = {7},
  number = {3},
  pages = {125-132},
  doi = {10.11648/j.ss.20180703.13},
  url = {https://doi.org/10.11648/j.ss.20180703.13},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ss.20180703.13},
  abstract = {Many EFL students graduate from Algerian universities every year. Some of them, regardless of their level or training, will have the opportunity to be either substitute or fully-fledge teachers in secondary or middle schools. Some newly-recruited teachers tend not to be well-qualified and trained during their undergraduate studies and/or during the induction period into teaching.When they are newly recruited to teach in schools, they may face some difficulties which tend to hamper effective performance in the new occupation due to their lacking experience.Therefore, they would face some challenges of adaptation and struggles during theirearly years of teaching. This study, therefore, is an attempt to investigatethe expected challenges faced by newly-recruited or novice teachersin a number of rural areas in the city of Mostaganem, a town situated in the Western North of Algeria. To carry out this research, we administered a questionnaire to fourteen EFL newly-recruited teachers in middle and secondary schools from ruralregions in Mostaganem. Eventually, we put forward that a significant number ofnovice EFL teachers may encounter some obstacles with regard to a gap that does exist between their formation and the different requirements of the profession. The research findings reveal that some EFL beginning instructors are partly dissatisfied with their undergraduate and in-service training in teaching, thereby, experiencing some difficulties. Nonetheless, the informants in this study brought to lightsome factors which alleviate newly-recruited teachers’ challenges and help them well-experience their early years of teaching.},
 year = {2018}
}

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TY  - JOUR
T1  - Novice EFL Teachers’ Challenges in Mostaganem Rural Areas
AU  - Hanane Sarnou-Kenza Belatrech
Y1  - 2018/05/05
PY  - 2018
N1  - https://doi.org/10.11648/j.ss.20180703.13
DO  - 10.11648/j.ss.20180703.13
T2  - Social Sciences
JF  - Social Sciences
JO  - Social Sciences
SP  - 125
EP  - 132
PB  - Science Publishing Group
SN  - 2326-988X
UR  - https://doi.org/10.11648/j.ss.20180703.13
AB  - Many EFL students graduate from Algerian universities every year. Some of them, regardless of their level or training, will have the opportunity to be either substitute or fully-fledge teachers in secondary or middle schools. Some newly-recruited teachers tend not to be well-qualified and trained during their undergraduate studies and/or during the induction period into teaching.When they are newly recruited to teach in schools, they may face some difficulties which tend to hamper effective performance in the new occupation due to their lacking experience.Therefore, they would face some challenges of adaptation and struggles during theirearly years of teaching. This study, therefore, is an attempt to investigatethe expected challenges faced by newly-recruited or novice teachersin a number of rural areas in the city of Mostaganem, a town situated in the Western North of Algeria. To carry out this research, we administered a questionnaire to fourteen EFL newly-recruited teachers in middle and secondary schools from ruralregions in Mostaganem. Eventually, we put forward that a significant number ofnovice EFL teachers may encounter some obstacles with regard to a gap that does exist between their formation and the different requirements of the profession. The research findings reveal that some EFL beginning instructors are partly dissatisfied with their undergraduate and in-service training in teaching, thereby, experiencing some difficulties. Nonetheless, the informants in this study brought to lightsome factors which alleviate newly-recruited teachers’ challenges and help them well-experience their early years of teaching.
VL  - 7
IS  - 3
ER  -

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Author Information

Hanane Sarnou-Kenza Belatrech

English Language Department, Faculty of Foreign Languages, Abdelhamid Ibn Badis University, Mostaganem, Algeria

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APA Style

Hanane Sarnou-Kenza Belatrech. (2018). Novice EFL Teachers’ Challenges in Mostaganem Rural Areas. Social Sciences, 7(3), 125-132. https://doi.org/10.11648/j.ss.20180703.13

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ACS Style

Hanane Sarnou-Kenza Belatrech. Novice EFL Teachers’ Challenges in Mostaganem Rural Areas. Soc. Sci. 2018, 7(3), 125-132. doi: 10.11648/j.ss.20180703.13

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AMA Style

Hanane Sarnou-Kenza Belatrech. Novice EFL Teachers’ Challenges in Mostaganem Rural Areas. Soc Sci. 2018;7(3):125-132. doi: 10.11648/j.ss.20180703.13

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@article{10.11648/j.ss.20180703.13,
  author = {Hanane Sarnou-Kenza Belatrech},
  title = {Novice EFL Teachers’ Challenges in Mostaganem Rural Areas},
  journal = {Social Sciences},
  volume = {7},
  number = {3},
  pages = {125-132},
  doi = {10.11648/j.ss.20180703.13},
  url = {https://doi.org/10.11648/j.ss.20180703.13},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ss.20180703.13},
  abstract = {Many EFL students graduate from Algerian universities every year. Some of them, regardless of their level or training, will have the opportunity to be either substitute or fully-fledge teachers in secondary or middle schools. Some newly-recruited teachers tend not to be well-qualified and trained during their undergraduate studies and/or during the induction period into teaching.When they are newly recruited to teach in schools, they may face some difficulties which tend to hamper effective performance in the new occupation due to their lacking experience.Therefore, they would face some challenges of adaptation and struggles during theirearly years of teaching. This study, therefore, is an attempt to investigatethe expected challenges faced by newly-recruited or novice teachersin a number of rural areas in the city of Mostaganem, a town situated in the Western North of Algeria. To carry out this research, we administered a questionnaire to fourteen EFL newly-recruited teachers in middle and secondary schools from ruralregions in Mostaganem. Eventually, we put forward that a significant number ofnovice EFL teachers may encounter some obstacles with regard to a gap that does exist between their formation and the different requirements of the profession. The research findings reveal that some EFL beginning instructors are partly dissatisfied with their undergraduate and in-service training in teaching, thereby, experiencing some difficulties. Nonetheless, the informants in this study brought to lightsome factors which alleviate newly-recruited teachers’ challenges and help them well-experience their early years of teaching.},
 year = {2018}
}

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TY  - JOUR
T1  - Novice EFL Teachers’ Challenges in Mostaganem Rural Areas
AU  - Hanane Sarnou-Kenza Belatrech
Y1  - 2018/05/05
PY  - 2018
N1  - https://doi.org/10.11648/j.ss.20180703.13
DO  - 10.11648/j.ss.20180703.13
T2  - Social Sciences
JF  - Social Sciences
JO  - Social Sciences
SP  - 125
EP  - 132
PB  - Science Publishing Group
SN  - 2326-988X
UR  - https://doi.org/10.11648/j.ss.20180703.13
AB  - Many EFL students graduate from Algerian universities every year. Some of them, regardless of their level or training, will have the opportunity to be either substitute or fully-fledge teachers in secondary or middle schools. Some newly-recruited teachers tend not to be well-qualified and trained during their undergraduate studies and/or during the induction period into teaching.When they are newly recruited to teach in schools, they may face some difficulties which tend to hamper effective performance in the new occupation due to their lacking experience.Therefore, they would face some challenges of adaptation and struggles during theirearly years of teaching. This study, therefore, is an attempt to investigatethe expected challenges faced by newly-recruited or novice teachersin a number of rural areas in the city of Mostaganem, a town situated in the Western North of Algeria. To carry out this research, we administered a questionnaire to fourteen EFL newly-recruited teachers in middle and secondary schools from ruralregions in Mostaganem. Eventually, we put forward that a significant number ofnovice EFL teachers may encounter some obstacles with regard to a gap that does exist between their formation and the different requirements of the profession. The research findings reveal that some EFL beginning instructors are partly dissatisfied with their undergraduate and in-service training in teaching, thereby, experiencing some difficulties. Nonetheless, the informants in this study brought to lightsome factors which alleviate newly-recruited teachers’ challenges and help them well-experience their early years of teaching.
VL  - 7
IS  - 3
ER  -

Copy | Download