Investigating novice teacher experiences of the teaching dynamics operating in selected school communities in Finland

This study focuses on the lived experiences of five novice teachers during their first academic year of teaching. This article analyzes the experiences of new teachers based on long-term data collection throughout a school year as one means of bridging the gap between teacher preparation and actual teaching practice. The findings indicate that teaching for novices is a demanding task because it centers on complex, interrelated sets of thoughts, actions, and dynamics.