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CHAPTER II LITERATURE REVIEW
This second chapter presents the theoretical review and theoretical framework of the research. The construct and concepts related to the research are
reviewed and clarified and then being used to formulate the framework of pre- understanding.
A. THEORETICAL REVIEW
In this section, I would review and clarify concepts and constructs related to this research. Those concepts and constructs are 1 novice teachers; 2
primary level; and 3 lived experience. Furthermore, previous related studies are also being reviewed in this section.
1. Novice Teachers
In this section a definition of novice teachers; b understanding novice teachers; c problems faced by novice teachers; and d supports for novice
teachers are being reviewed and clarified.
a. The notion of novice teachers
Though in the studies of beginning teachers the term “novice” has been used frequently, Farrell 2012 mentions that there is no distinct definition of a
novice teacher in the literature. In terms of time teaching, Farrell 2012 says that there is no full agreement as to the exact definition of when a teacher ceases to be
11 novice. In some research articles on novice teachers, the time teaching of novice
teachers can be from “as little as one year to as many as five years” Farrell, 2012:437. For example, Kim and Roth 2011 reveal that novice teacher is
defined as teachers with less than five years of teaching experiences by some researchers. In addition, Hayness 2011 mentions that some researchers refer to a
teacher with two years of teaching experience or less as novice teacher. Based on the time teaching, Farrell 2012 sees three years of time teaching as realistic
measurement for teachers to be considered as novice teachers. Farrell 2012 reveals that among the members of TESOL Quarterly
editorial advisory board various definitions of novice teachers also emerge. Some board members suggest that novice teachers are “anyone teaching a new course
for the first time” Farrell, 2012:437. Other board members determine novice teachers as teachers who have entered “a new cultural context for the first time”
Farrell, 2012:437. Moreover, Farrell 2012:437 also mentions that there is also suggestion from the board members that novice teachers refer to “anyone who has
received a second license or endorsement in English as a second language even though he or she may be an experienced teacher in other subjects”.
Because of those varied definitions of novice teachers, Farrell 2012 realizes that what exactly a novice teacher is needs to be defined. When there is a
clear definition about novice teachers, people who are interested for the issue on novice teachers would know exactly what could be included and not into novice
teachers. Farrell 2012 define novice teachers as those who are sometimes called newly qualified teachers, who have
completed their language teacher education program including teaching
12 practicum, and have commenced teaching English in an educational
institution usually within 3 years of completing their teacher education program p. 437.
Based on Farrell‟s 2012 definition of novice teachers above, experience
ESOL teachers who enter new culture or school context could not be considered as novice. Moreover, teachers who are returning to TESOL after many years off
could not be considered as novice. Another important thing related to the definition of novice teachers is that age could not be used as the criterion. In other
words, age does not have any relevance with novice Farrell, 2012. For the purpose of this study, novice teachers are defined as teachers who
have just graduated from English Teacher Education study program and in their initial years of teaching. In terms of time teaching, novice teachers in this study
are defined as teachers who have less than three years of teaching.
b. Understanding novice teachers
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