A case study exploring the concept of reality shock through the perspectives of beginning primary teachers in the East of England

Abstract

Since the 1950s, the transition from trainee teacher to classroom teacher has been extensively researched and reported to be challenging, with many teachers reported to have experienced a phenomenon referred to as ‘reality shock’ (describing the difference in beginning teachers’ expectations of the teaching profession and the reality they experience). Recent policy initiatives have focused on teacher retention, since many teachers leave the profession early on in their careers, with ‘reality shock’ argued to contribute to these figures. Much of the ‘reality shock’ research has focused on secondary teachers and has taken place outside of the UK. This study aimed to address this gap, investigating the perspectives of first- and second-year primary teachers who had successfully completed their initial teacher education course (PGCE) in the East of England. As part of the study, nineteen beginning teachers completed a questionnaire and five participants took part in a semi-structured interview to explore their views further. The data was analysed thematically. The ECTs experienced ‘reality shock’ to different extents and at different times. Three themes were perceived to have mediating impact on participants’ experiences of reality shock: realistic expectations, love of teaching and a supportive environment. Four themes were identified to have a negative impact and could be argued to have exacerbated reality shock: student and parent demands, lack of support, feelings of inadequacy and additional pressures. The findings of this study provide a deeper understanding of the experiences of beginning teachers, arguing that the term ‘reality shock’ was unhelpful as it does not conceptualise the ECTs perspectives and experiences. Implications for initial teacher education and insights for myself as a teacher educator have been suggested, with areas for future research highlighted.