Exploring the Professional Development Needs of Novice Teachers Teaching in the Mandalay Bilingual Context A Mixed-Methods Study
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Abstract
In the linguistically diverse setting of Mandalay, Myanmar, novice teachers face numerous challenges when delivering bilingual education. This study used a mixed-methods approach and 26 novice teachers who have less than five years of teaching experiences from TEAMS bilingual program were the research sample group. Quantitative data were collected by using 33-item Likert-scale questionnaires with one open-ended question and analyzed with descriptive statistics (mean scores and standard deviations). Qualitative data were collected from eight selected participants by using purposive sampling and analyzed into themes to identify the key patterns and trends. Mentorship and reflective practice were rated at the highest level among the novice teachers. The challenges with classroom management, financial constraints, and a lack of mentoring were the major barriers. Similarly, qualitative semi-structured interviews revealed that the novice teachers needed mentorship, peer support and training in bilingual teaching methods. They faced challenges in student behavior, a lack of mentoring and financial support. It is recommended that designing context-specific PD programs which focus on mentorship, bilingual teaching, and hands-on training are most necessary for novice teachers.
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