“From Teacher Preparation to Classroom Reality: Novice Special Education Teachers’ Retrospective Perspectives on Mentoring and Professional Support”

Abstract

Early career teachers often encounter significant professional and emotional challenges during the transition from teacher education to practice, particularly in special education. This qualitative retrospective study examines how novice special education teachers interpret their early professional experiences, focusing on mentoring and institutional support. Data were collected through semi-structured interviews with ten teachers in their first three years of practice and analyzed using qualitative content analysis. Findings indicate that participants felt well prepared pedagogically but experienced difficulties in classroom management, parent communication, and integration into school culture. Many described feelings of professional isolation, especially during their initial year. Although formal mentoring structures were available, their effectiveness varied depending on contextual and relational factors. Informal collegial relationships and supportive leadership emerged as critical sources of support. The study highlights the importance of context-sensitive, relationally grounded mentoring and the need to strengthen support systems for novice teachers in special education.