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dc.contributor.authorDIckson, M
dc.contributor.authorKennetz, K
dc.contributor.authorRiddlebarger, J
dc.contributor.authorStringer, P
dc.contributor.authorTennant, L
dc.date.accessioned2014-05-30T01:29:05Z
dc.date.accessioned2014-05-30T01:29:23Z
dc.date.accessioned2014-05-30T01:29:36Z
dc.date.accessioned2014-05-30T01:30:03Z
dc.date.accessioned2014-05-30T01:31:29Z
dc.date.available2014-05-30T01:29:05Z
dc.date.available2014-05-30T01:29:23Z
dc.date.available2014-05-30T01:29:36Z
dc.date.available2014-05-30T01:30:03Z
dc.date.available2014-05-30T01:31:29Z
dc.date.copyright2013-03-14
dc.identifier.citation19th International TESOL Arabia Conference and Exhibition held at Dubai, United Arab Emirates, Dubai, United Arab Emirates, 2013-03-14 to 2013-03-16
dc.identifier.urihttp://hdl.handle.net/10292/7290
dc.description.abstractNovice teachers can face an array of hurdles when they enter a classroom for which they are fully responsible for the first time. Although teacher education aims to integrate the theoretical and practical aspects of teaching, both of which are important for teachers to carry out their duties, novice teachers may have difficulty applying experiences from their education program to the reality of teaching. Emirati graduates of a newly established teachers’ college in Abu Dhabi now find themselves peers with English medium teachers (EMTs) from Western countries. They are in a unique cultural and social position, and perhaps hold a greater stake in the education system of their country. How are these novice teachers faring in this new environment? The research study explores the journey of their first year as they deal with these challenges as novice teachers and examines the efficacy of the teacher-training program from which they graduated. The presentation will share the key research findings, highlighting novice Emirati teachers’ experiences and challenges in Abu Dhabi schools that are in the midst of extensive reform. Implications for teacher educators and possible solutions to the challenges faced by novice teachers will be discussed.
dc.publisherTESOL Arabia
dc.relation.replaceshttp://hdl.handle.net/10292/7286
dc.relation.replaces10292/7286
dc.relation.replaceshttp://hdl.handle.net/10292/7287
dc.relation.replaces10292/7287
dc.relation.replaceshttp://hdl.handle.net/10292/7288
dc.relation.replaces10292/7288
dc.relation.replaceshttp://hdl.handle.net/10292/7289
dc.relation.replaces10292/7289
dc.rightsNOTICE: this is the author’s version of a work that was accepted for publication. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reflected in this document. Changes may have been made to this work since it was submitted for publication. A definitive version was subsequently published in (see Citation). The original publication is available at (see Publisher's Version).
dc.titleChallenges faced by novice Emirati teachers
dc.typeConference Contribution
dc.rights.accessrightsOpenAccess
aut.conference.typeOral Presentation - Paper Presentation
pubs.elements-id167127


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