Home⇛International Journal of Multidisciplinary Educational Research and Innovation⇛vol. 2 no. 4 (2024)

Classroom Observation Experiences of Neophyte Elementary Teachers: A Phenomenological Study

Alisa S Alay | Jobell B Jajalla

Discipline: Education

 

Abstract:

This study looked into the classroom observation experiences of neophyte elementary teachers, exposing their experiences, coping mechanisms, and as well as their insights. The study utilized phenomenological approach under qualitative method of research design. The results revealed that neophyte elementary teachers experienced employing diverse teaching strategies, difficulty in managing students’ behavior, challenges in limited learning capabilities, receiving professional mentorship from the observer, and dealing with emotional strains. Participants overcome the challenges they faced in classroom observation experiences through utilizing innovative classroom management strategies, embracing feedback for professional growth, seeking peer support for professional growth, and being optimistic. The study revealed, also that neophyte elementary teachers should put essence to classroom observation in the pursuit of continuous professional development, turn the classroom observation as a tool for continuous improvement, promoting knowledge sharing and collaboration, advocating for effective classroom observation practices, employing student-centered teaching approach, and maximizing readiness for optimal classroom observation is a must. It can be concluded that neophyte elementary teachers place significant importance on classroom observations, viewing them as essential for professional growth and skill enhancement. Thus, regular session and adherence to classroom observation process is a must to ensure that neophyte elementary teachers will get adequate guidance to become effective teachers to their learners.



References:

  1. Angeles, J., Naparan, G., Celesio, G., & Ecot, R. (2023). Describing the preparation, delivery, and challenges of teachers in the classroom observation through learning action cell. Panagdait Journal. https://www.researchgate.net/publication/370467275_Describing_the_Preparation_Delivery_and_Challenges_of_Teachers_in_the_Classroom_Observation_through_Learning_Action_Cell.
  2. Arisit, L., Hua, J., & Mendoza, L. (2022). A closer look at neophyte teachers' instructional competence:  A phenomenological study. International Research Journal of Science, Technology, Education, and Management (2)2: 11-25. https://doi.org/10.5281/zenodo.6975604. 
  3. Barrogo, S. (2020). Teachers’ perception of standardized classroom observation tool. International Journal of Academic Pedagogical Research 4(7): 33-37.  https://doi.org/:10.13140/RG.2.2.16123.13603
  4. Boyatzis, R. (1998). Transforming qualitative information: Thematic analysis and code development. Sage Publications. https://us.sagepub.com/en-us/nam/transforming-qualitative-information/book7714.
  5. Brown, S. (2021). A phenomenological study on novice teachers’ a phenomenological study on novice teachers’ perceptions of instructional coaching support perceptions of instructional coaching. Doctor of education. https://firescholars.seu.edu/coe/77 
  6. Caluya, D., & Musico (2024).  Telltale sign of caliber teachers: Surfeit of brilliance in teaching elementary grades. EPRA international journal of environmental economics commerce and educational management (11)4. https://doi.org/10.36713/epra16385 
  7. Chapman, D. (2023). Classroom observations through a new lens: Supported not scrutinized. https://www.openaccessgovernment.org/classroom-observations-lens-teachers-pupils/159827/ 
  8. De Lima, J. Á., & Silva, M. J. T. (2018). Resistance to classroom observation in the context of teacher evaluation: teachers’ and department heads’ experiences and perspectives. Educational Assessment, Evaluation and Accountability, 30(1), 7–26 https://doi.org/:10.1007/s11092-017-926        1-5
  9. Eady, M. J., Green, C. A., & Capocchiano, H. (2021). Shifting the delivery but keeping the focus: A reflection  on  ensuring  quality  teacher  preparation  during  a  pandemic. Education Sciences. https://doi.org/10.3390/educsci11080401
  10. Franklin, H., & Harrington, I. (2019). A review into effective classroom management and strategies for student engagement: Teacher and student roles in today’s classrooms. Journal of Education and Training Studies https://doi.org/:10.11114/jets.v7i12.4491
  11. Halim, S., Wahid, R., & Halim, T. (2018). Classroom observation- a powerful tool for continuous professional development (CPD). International Journal on Language Research and Education Studies (2)2: 162-168. https://doi.org/;10.30575/2017/IJLRES-2018050801
  12. Hamadi, N., & Boumediene, H. (2021). The experiences of neophyte teachers: Meeting the challenges of the first professional practices. University of Ouargla. https://dspace.univ-ouargla.dz/jspui/handle/123456789/26329
  13. Hance, M. (2020). How to boost teacher observation results. https://www.graduateprogram.org/2020/12/how-to-boost-teacher-observation-results/
  14. Jin, X., Li, T., Meirink, J., Want, A., & Admiral, W. (2019). Learning from novice–expert interaction in teachers’ continuing professional development. Professional development in education (47)5: 745-762. https://doi.org/10.1080/19415257.2019.1651752
  15. Johnson, M. (2022). Peer observation and feedback as a professional development structure. Theses and dissertations. https://scholarcommons.sc.edu/etd/6947
  16. Lane, A., Earl, B., Feola, S., Lewis, J., McAlpin, J., Mertens, K., Shadle, S., Skvoretz, J., Ziker, J., Stains, M., Couch, B., & Prevost, L (2022). Context and content of teaching conversations: exploring how to promote sharing of innovative teaching knowledge between science faculty. International journal of STEM education. https://doi.org/10.1186/s40594-022-00369-5 
  17. Latif, A. (2019). Tailoring instruction to students’ learning levels to increase learning.  Jameel Poverty Action Lab. https://doi.org/10.31485/pi.2522.2019
  18. Mack, N., Woodsong, C., Macqueen, K., Guest, G., & Namey, E. (2005). Qualitative research methods: A data collector’s field guide. https://www.researchgate.net/publication/215666086_Qualitative_Research_Methods_A_Data_Collector's_Field_Guide. 
  19. Meador, D. (2019). Strategies for teachers: the power of preparation and planning. https://www.thoughtco.com/power-of-preparation-and-planning-3194263
  20. Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. Sage Publications. https://www.scirp.org/(S(czeh2tfqw2orz553k1w0r45))/reference/referencespapers.aspx?referenceid=1423956.
  21. Minh, T., Dung, D., Hue, H., Giang, N., Cui, V., & O’Leary, M. (2023). Sorting or supporting teachers? An exploration of the imbalanced role of classroom observation in the development and assessment of Vietnamese secondary school teachers. PRACTICE. https://doi.org/:10.1080/25783858.2023.2177187 
  22. Peria, A., & Torres, B. (2021). Aspects of classroom lived experiences of newly-hired teachers. Liceo Journal of Higher Education Research 15(2): 65-85. https://doi.org/: 0.7828/ljher.v15n2.1323 
  23. ProFuturo Observatory Team (2023). Observation and collaboration for better teaching practice.https://profuturo.education/en/observatory/inspiring-experiences/observation-and-collaboration-for-better-teaching-practice/
  24. Quimque, P. (2020). Lived experiences of newly hired teachers: Basis for policy recommendations. JPAIR Multidisciplinary Research (39)1: 147-158. https://doi.org/10.7719/jpairv39i1.766 
  25. Results-Based Performance Management System (2018). http://depedcapiz.ph/downloads/RPMS_Manual.pdf
  26. Roberson, F. (2019). Novice Teachers' Experiences of Success in a Mentoring Relationship at the Secondary Level. Walden dissertations and doctoral studies. https://scholarworks.waldenu.edu/dissertations/6368 
  27. Saleem, A., Muhammad, Y., & Masood, S. (2021). Managing Elementary Classrooms: Experiences of Novice Public- Schools Teachers regarding Behavioral Challenges of Students. Asia social studies and applied research (2)3. https://www.researchgate.net/publication/355368581_Managing_Elementary_Classrooms_Experiences_of_Novice_Public_Schools_Teachers_regarding_Behavioral_Challenges_of_Students
  28. Siddiqua, A. (2019). Classroom observation as a tool for professional development. World Journal of English Language. https://doi.org/:10.5430/wjelv9n1p49
  29. Stewart, T., & Jansky, T. (2022). Novice teachers and embracing struggle: Dialogue and reflection in professional development. Teaching and Teacher Education: Leadership and Professional Development (1). https://doi.org/10.1016/j.tatelp.2022.100002 
  30. Tang, K. (2023). Student-centered approach in teaching and learning: What does it really mean?. Acta pedagogia asiana. https://doi.org/10.53623/apga.v2i2.218
  31. Tenny, S., Brannan, J., & Brannan, G. (2022). Qualitative study. StatPearls. https://www.ncbi.nlm.nih.gov/books/NBK470395/.
  32. Wong, L. P. (2008). Data analysis in qualitative research: A brief guide to using Nvivo. Malay Fam Physician 3(1), 14-20. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4267019/.
  33. Woodcock, S., & Reupert, A. (2024). First-year primary teachers’ classroom management strategies: Perceptions of use, confidence, and effectiveness. Journal of education for teaching. https://doi.org/10.1080/02607476.2023.2219218.
  34. Visitacion, L., & Salazar, D. (2022). Teachers and school administrators' perception on the use of standardized classroom observation tool. International Journal of Innovative Science and Research Technology (7)12: 316-335. https://doi.org/:0.5281/zenodo.7479059

Tools


Copyright © 2025  KITE Digital Educational Solutions |  Exclusively distributed by CE-Logic