In Trotter’s Theory of Teacher Development, the novice stage is where a teacher begins their journey, often relying on structured guidance, clear instructions, and support from mentors or supervisors. It’s a phase filled with uncertainty but also with discovery.
For me, this stage began during my early years at IPG, before my first practicum. I was still learning how to plan lessons, use basic teaching strategies, and manage students—mostly through theory and observation. I remember feeling nervous and unsure of how I’d handle a real classroom.
But before stepping into practicum, I was fortunate to join the Program Kepimpinan Altruistik, a national leadership camp organised by Kem Belia, Sukan dan Negara in Langkawi. It turned out to be a turning point. The camp exposed me to leadership roles, group collaboration, and public speaking—skills that I had never explored in depth before. It pushed me far outside my comfort zone, but in doing so, it built my confidence and helped me find my voice.
When I finally entered practicum, I realised how much the experience had shaped me. Although I still depended on my mentor teacher and lesson plan templates, I was more confident in communicating, leading classroom activities, and connecting with students. That leadership camp gave me the foundation I needed to start developing my teacher identity.
In the novice stage, I learned that being a teacher isn’t just about knowing the content—it’s about being courageous, willing to learn, and open to new experiences that shape who we are in and out of the classroom.
 |  |
| Some pictures during the Program in Langkawi ✨Advance Novice Stage ✨ According to Trotter’s Theory of Teacher Development, the advanced novice stage marks a period when teachers begin to connect theory to real-life classroom contexts. We start recognising patterns in teaching and learning, applying strategies we've learned, and taking more ownership of our roles. During this stage, I had one of my most defining experiences as a teacher-in-training: joining an innovation competition with a group of friends at IPG. Although we were uncertain of our abilities at first, we worked together and created a product called the Multisensory Dollhouse for Dyslexic Students. This tool was designed to support learners with special needs through tactile and visual interaction. We were thrilled when our project won 2nd runner-up in the Gold Category—it was a moment of validation that our ideas could make a real impact in education. | |
 |  | |||
| Pictures during innovation competition Shortly after that, I began my second practicum. It was there that I had a wake-up call: I met students who struggled with basic reading. Despite the structured lessons, some of them couldn't even recognise simple words. This experience pushed me to adjust my approach. Drawing on what I had learned from both the innovation experience and my coursework, I introduced the Peter and Jane storybook to support my students’ reading. The simple, repetitive sentence structure of the book—combined with visuals—helped the students engage more easily. It was one of the first times I saw a tangible improvement in students through my own intervention. That was when I realised: I wasn’t just a student-teacher anymore—I was becoming a problem-solver. This stage marked a turning point in my journey: I was gaining the confidence to try new methods, reflect deeply on what works, and adapt based on my students’ actual needs. <
| ||||
Comments
Post a Comment