Novice Arabic language Teachers’ Perceptions of their Preparation Programmes and their First Years of Practising Teaching in Saudi Arabia

Abstract

This study explores Arabic language teachers’ perceptions concerning their preparation programmes and their first years of teaching experience in the Kingdom of Saudi Arabia. The study is informed by the interpretive paradigm due to its exploratory nature. A mixed-method sequential design was utilised to collect the data. Quantitative and qualitative approaches were applied consecutively, with more emphasis on the qualitative strand. The study utilised reflective essays and one-to-one semi-structured interviews in the qualitative stage, in addition to an online questionnaire in the quantitative stage. Thematic analysis was conducted for qualitative data and descriptive statistics for the quantitative data. The analysis of both sets of data culminated in the emergence of two main themes: teachers’ perceptions of their preparation programmes and of their novice teaching experiences. The findings highlighted the issue of the admission system, the focus on the theoretical aspect, the neglect of the practical aspect, and the lack of focus on pedagogical content knowledge within these programmes. The findings also highlighted the challenges teachers encountered during the first years of the teaching profession and linked these challenges to their knowledge and preparation. The study concluded by proposing recommendations for the educational authorities and policymakers in Saudi teachers' education programmes.