NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1002189
Record Type: Journal
Publication Date: 2013
Pages: 17
Abstractor: As Provided
Reference Count: 36
ISSN: ISSN-1090-1027
"Reality Shock": New Early Childhood Education Teachers
Mahmood, Sehba
Journal of Early Childhood Teacher Education, v34 n2 p154-170 2013
Beginning teaching is challenging; this article examines the realities of practice for beginning early childhood teachers. Fourteen participants in their first year of teaching were interviewed; they worked in private and public early childhood education settings. Findings reveal that the reality of moving from the role of the student to teacher was disconcerting for these new teachers. This article reports the beginning teachers' views about the issues they faced, their perceptions of preservice teaching, and the impact that this had on their transition from student to teacher. While in college they were encouraged to start developing their philosophy of teaching, and they describe their experiences of putting their philosophy into practice. They also conveyed their opinions about working in environments where there was a lack of teaching and learning resources. The move to being a "real" teacher was a formidable experience for these participants and this should be recognized relatedly. Early childhood teachers work in a different context from teachers in general, so as beginning teachers the uniqueness of their concerns needs to be addressed. (Contains 1 table and 1 figure.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Kindergarten; Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New Zealand