An Analysis of Teaching Practices among Newly Qualified Teachers Working in Diverse Classrooms

This study examines the evolution in the teaching performance of 20 newly qualified teachers and their perception of the difficulties they faced during their first three years. Results show that across years, teachers were better prepared in some dimensions than in others. Teaching diverse students was the most frequent difficulty, which they attempted to overcome by seeking ideas from colleagues and the Internet to diversify their teaching and learning strategies. These results are useful for orienting the strengthening initial teacher education and for the design of induction programs.