the cognitive construction of a novice teacher during his first year of teaching: a case study from a cognitive perspective

The purpose of this case study is to explore the first year of a novice teacher s career through the lens of teacher cognition. this study explores the phenomenon of first-year teacher cognition from the point of view of borg (2019) from a theoretical perspective. instead of focusing on how to teach effectively or how to work with young people, this study provides insight into some of the fundamental questions about what it is like to be a beginning teacher. the purpose of this study was to gather information about his understanding of teaching procedures, collaborative teaching practices, and interaction with contextual factors by using oral narratives and interviews. according to the findings of this study, teacher education has an invaluable role to play in the development and preparation of future teachers, as summarized in the following discussion. it is found that teacher cognition develops through a dynamic process that involves many different factors. there is a cyclical relationship between a teacher s knowledge and belief system and how that knowledge and belief system affects her classroom practices. in the course of this research, we are able to gain a comprehensive understanding of how teachers develop the skills that enable them to function as teachers. we also gain a comprehensive understanding of what they do in order to achieve this goal.