The Lived Experience of Beginner Teachers Who Teach in Plasma-led (Televised) Classroom: A Phenomenological Study

Abstract

The purpose of this study was to examine the lived experience of beginner teachers who teach in a plasma-led (televised) classroom. A phenomenological research approach was employed. Three beginner teachers teaching in Hamaressa secondary school were purposively selected to participate in the study. To collect data, in-depth interview and open-ended questionnaire were used. Commonalities among teachers’ lived experience were found. They experienced chaotic experience in the first few weeks of teaching. Classroom management problem, absence of induction and support, and inability to engage students in the teaching learning process were the challenges that the teachers shared in their teaching as a beginner teachers. A further study with large sample size and longer timeframe was suggested to have a comprehensive understanding of beginner teacher’s lived experience.