Strategies of New Teachers’ Acculturation: A Phenomenological Study

Document Type : research paper

Authors

1 دانشگاه بوعلی سینا همدان

2 Bu-Ali Sina University

10.48310/tpd.2024.16395.1656

Abstract

The purpose of this study was to explain the process and strategies of new teachers’ acculturation. For this purpose, the qualitative approach and the descriptive phenomenological method was used. Data collection was carried out by utilizing the semi-structured interview method. The participants included the new teachers who had completed a four-year teacher training course and had a teaching experience of less than five years. The sample included 15 new teachers who were selected purposefully, criteria-oriented, and regarding the theoretical saturation rule. For analyzing the collected data, coding and categorizing methods were utilized. Four criteria of credibility, transferability, dependability and confirmability were used to validate the findings. Findings proved that the new teachers’ acculturation process takes place in three steps: initial acculturation, specialized acculturation, and professional acculturation. Melting pot, assimilation, interactionism, separation, marginalization, and abandonment were the major strategies for new teachers’ acculturation. It was concluded that the major acculturation strategy used by schools and the educational system to adapt the new teachers to their culture was the “melting pot” strategy. However, the “interactionism” strategy was the major one used by the new teachers to build a connection and interaction between their cultural background and the cultural background of schools and the educational system.

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