Changes in Teacher Beliefs and Identity of In-Service TESOL Novice Teachers

Abstract

There is a limited body of research that explores the issues encountered by teachers during their first year and how their problem-solving approaches influence the formation of their teacher identity and beliefs, especially in the context of education in Malaysia. The purpose of the study is to explore novice TESOL teachers’ experiences to understand changes in in-service TESOL teachers’ beliefs and how they influence their teacher identity. The research paradigm employed for this study is rooted in the interpretive paradigm, specifically adopting a qualitative case study approach, and will be using in-depth semi-structured interviews as the primary research tool. The key findings are the change of teachers’ beliefs over time, with the impact of environment, support from colleagues, mentors, and personal growth through reflection and addressing mistakes play a crucial role in shaping novice teachers’ evolving identities. This study underscores the importance of integrating practical experience with theoretical knowledge in teacher training programs and emphasizes the need for supportive professional networks to navigate the complexities of the first year of teaching. The experiences of novice teachers can help pre-service teachers better understand and prepare for situations they may encounter in their future careers, thereby reducing the challenges and anxieties faced by novice teachers.