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Professional Growth, Practicum Learning and Challenges for New Teachers
Introduction
Reflecting on my professional development across my graduate programme has allowed me to recognise how my philosophy of education has expanded, how theory moved into practice during my practicum, and how my understanding of the teaching profession has changed. These reflections are grounded in contemporary research on the challenges that new teachers face and the kinds of supports that help them succeed. Looking back, one of the most meaningful aspects of this programme has been the shift from seeing teaching as content delivery to seeing it as a relationship centred profession shaped by communication, trust and responsiveness. The practicum helped me test this thinking in real classrooms and revealed both strengths and areas that need continued growth.
Professional Growth and Philosophy of Education
My philosophy of education evolved gradually throughout the graduate programme, shaped by coursework on inclusive practice, developmental theory and classroom management. I began the programme with a largely traditional view of teaching, centred around structured planning and direct instruction. As I engaged with readings on constructivism, culturally responsive pedagogy and social emotional learning, I developed a more holistic view of how children learn. I learned to value curiosity, autonomy and emotional safety as much as academic achievement. This shift helped me see that learning is strongest when pupils feel connected, respected and supported, and when lessons are designed to engage them as thinkers rather than passive receivers.
Seminars on differentiation and inclusive education were particularly influential. They reinforced the idea that fairness is not sameness but responsiveness. The programme’s focus on reflective practice also shaped me. Writing weekly reflections helped me look at my own assumptions and biases and question habits that I had not previously examined. These components of the programme encouraged a growth mindset, which became central to my philosophy. I now see teaching as a continual cycle of planning, action and reflection rather than a fixed set of skills.
Practicum Observation Lessons: Strengths, Limitations and Feedback
The practicum provided the bridge between theory and practice. My first observation lesson focused on literacy in a Key Stage 2 class. One strength noted by my supervisor was my ability to scaffold discussion so that quieter pupils contributed. I used open questions and paired talk, which created a safe space for participation. A limitation, however, was pacing. My supervisor observed that my transition moments were slower than needed, which reduced overall learning time. In the post observation conference, she encouraged me to practise clearer verbal signposting and use visual timers to help pupils anticipate movement through the lesson.
The second observation centred on mathematics. I introduced a problem solving task designed to develop reasoning skills. My supervisor praised my ability to model thinking aloud and break the task into manageable steps. She also noted genuine rapport with the pupils, which made it easier for them to ask for help. However, she pointed out that I moved too quickly when some pupils showed confusion. Her recommendation was to incorporate more formative checks during instruction so that misunderstandings could be identified early. She also suggested strategies for strengthening relationships further, such as providing more individual feedback and celebrating small successes.
The third observation took place in a mixed ability classroom. The lesson involved group work in science. A strength highlighted in the conference was my ability to mediate group discussions and support pupils in negotiating roles. This created a collaborative atmosphere. A limitation was that not all groups were consistently on task. My supervisor recommended developing clearer group norms and assigning rotating roles to strengthen accountability. She also encouraged me to build stronger routines for distributing materials so that the start of group tasks felt more organised.
Across these observations, one theme was clear. Positive relationships were central to classroom success, and every recommendation linked, directly or indirectly, to communication, clarity and consistency. These lessons continue to shape my approach to teaching.
Challenges Facing New Teachers and Research Based Supports
Research shows that new teachers across both general and special education enter the profession with enthusiasm yet face significant challenges. Managing behaviour, planning differentiated lessons, understanding special educational needs and balancing administrative demands are among the most widely documented difficulties. Ingersoll and Strong (2011) note that many early career teachers report feeling unprepared for the realities of behaviour management and the emotional load of supporting pupils with complex needs. Klassen and Chiu (2012) highlight elevated stress levels linked to workload and limited autonomy, especially during the first two years of teaching.
In special education, new teachers face additional pressures related to legal documentation, individualised plans and working with wider support teams. Bettini et al. (2017) found that special educators frequently struggle with paperwork, unclear role expectations and the intensity of responding to a diverse range of needs. They emphasise that inadequate support leads to burnout and high attrition rates.
Despite these challenges, research shows that structured support can make a significant difference. Mentoring is one of the most consistently effective tools for new teachers. Smith and Ingersoll (2004) demonstrate that new teachers who receive mentoring, collaborative planning time and regular feedback are far more likely to remain in the profession and report higher confidence. Induction programmes also play a key role. Wong (2004) argues that strong induction systems reduce isolation and help new teachers learn through guided experience rather than trial and error.
Professional learning communities offer another documented support. DuFour (2016) shows that when teachers work collaboratively to analyse pupil data, share strategies and reflect on practice, school culture becomes more supportive and learning improves for both pupils and teachers. For new teachers in inclusive settings, collaboration with special educators and therapists is essential. Research by Florian and Black Hawkins (2011) highlights the value of shared responsibility, where general and special educators design lessons jointly rather than working in silos.
Taken together, the literature makes it clear that new teachers benefit most when they are not left to manage challenges alone. Effective support strengthens teaching skills, builds resilience and improves relationships with pupils. These findings mirror the recommendations I received during my practicum, which emphasised clarity, feedback, relationship building and reflective practice.
