Resumen

KAPP, Rochelle et al. Normalising newness: Towards a model for facilitating the transition of newly qualified teachers. Journal of Education [online]. 2025, n.101, pp.133-149. ISSN 2520-9868.  https://doi.org/10.17159/2520-9868/i101a07.

In this article, we explore the lived experiences of a group of newly qualified South African teachers who were participants in the Newly Qualified Teachers' Project, a programme established to support the transition of new teachers into the workplace. Informed by poststructuralist theory on discourse and teacher education research, we analyse participants' experiences of praxis shock as they confront the realities of the classroom. The data highlights the emotion-work entailed in building professional identity, as well as the limiting effects of dominant school discourses. We argue that professional identity formation and development involve emotional labour, as well as professional capabilities and, therefore, newly qualified teacher support models must respond to both dimensions to be truly effective. In part two, we describe the contextually based, responsive support model that we developed to normalise the process of becoming a new teacher.

Palabras clave : discourse practices; emotional labour; newly qualified teachers; praxis shock; professional identity; support.

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