Novice and expert teachers' Collegiality: Reshaping novice teacher class development.

Abstract

This study deepens in the premature experiences of two novice teachers in an English academy, where the principal interest is focus on the interactions of novice teachers and expert teachers, and the influence of these interactions on their professional class development. The research identifies a remarkable gap in collegiality and mentorship between novice and expert teachers, which contributes to feelings of anxiety, isolation, and professional blockage between novices. Thanks to adopt a qualitative approach linked to duo ethnography, the study explores the personal narratives, observations, and reflections of both novice and expert teachers. The findings display that while novice teachers seek guidance and support from their more experienced colleagues, a lack of structured interaction hinders their growth. This study underscores the importance of fostering a supportive and collaborative environment where novice teachers can benefit from the richness of knowledge and experience lived by expert teachers. The research concludes with some recommendations for creating structured mentorship programs and collaborative opportunities to bridge the gap among novice and expert teachers, thus enhancing the overall educational experience and professional development inside the academy.