Nye læreres erfaringer med skolen som organisasjon
Peer reviewed, Journal article
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- Department of Education 
While research on newly qualified teachers often focuses on the performative aspect of teaching, this article investigates novice teachers’ encounter with the school as an organization. Five new teachers were interviewed during the last semester of teacher education and after working for three first months. Through teacher education they have a certain knowledge of the school and its culture, and they both look forward to and dread to start working as teachers. Nevertheless, as job seekers they make few demands of their future workplace. The results of the study indicate that new teachers meet very challenging working conditions and inadequate mentor support. The conclusion gives rise to concern that it is the experienced teachers’ needs that are prioritized rather than those of new teachers. Finally, we discuss the results and suggest implications for research as well as support for newly qualified teachers.