Unveiling Novice Teachers' Teaching Competencies: Challenges and Pathways to Professional

Abstract

Qatar University, the only government university in the country, holds a prominent position as one of the leading institutions in Qatar. The institution plays a vital role in producing graduates who can meet the workforce demands of the country. The significance of teachers in any nation cannot be overstated, as they are responsible for educating and guiding the future generation, shaping them into successful individuals who contribute positively to society. Therefore, the quality of the teaching program offered at Qatar University significantly impacts the overall state of the education system in the country. This study addresses the teaching program's criticality and employs a mixed research approach to answer critical questions. These questions include exploring how novice teachers perceive their attainment of the necessary competencies through teacher preparation programs and identifying their challenges when applying these competencies in their teaching practices. The findings suggest that novice teachers encounter specific challenges in implementing the competencies acquired through their teacher preparation programs. These findings emphasize the importance of ongoing support and professional development for novice teachers in bridging the gap between their training and actual classroom implementation. By addressing these challenges, teacher preparation programs can better equip novice teachers to navigate the complexities of the teaching profession, thereby enhancing their overall effectiveness as educators.