​Challenges and Adaptation: An Educational Narrative Exploration of a PubliclyFunded Teacher Training Student's Adaptation Period upon Employment

Challenges and Adaptation: An Educational Narrative Exploration of a PubliclyFunded Teacher Training Student's Adaptation Period upon Employment

FU Yuhang¹, TANG Jiayue²

(1.Faculty of Culture and Creativity, Beijing Normal University-Hong Kong Baptist University, Zhuhai519087

2,China;2.Faculty of Psychology, Southwest University, Chongqing 400715,China)

[Abstract]: The induction period for novice teachers is critical to both educational quality and thelong-term stability of the teaching workforce. As a distinct subgroup, government-funded normalschool students encounter unique challenges during their initial career stage. Through a case-basednarrative approach, this study conducts a semi-structured in-depth interview with a recently appointedteacher from the government-funded normal school student program to identify multiple stressorsencountered in their transition. Findings reveal that the early-career teacher not only struggled withrole transformation from student to educator but also faced notable pressures in teaching practice,student engagement, and institutional policy constraints. The case underscores the misalignmentbetween professional demands and personal disposition, as well as the dual reality of job securitycoexisting with restricted career progression. It is suggested that individual teachers should proactivelyadapt and seek support, educational institutions ought to optimize the working environment andprovide targeted empowerment, and policymakers should introduce more flexible measures focused onprofessional growth. These strategies will collectively contribute to achieving the long-term goal offostering a stable, competent, and developing teaching force.

[Key Words]: government-funded normal school students; educational narrative research;induction period

[原文下載][Download PDF]