Abstract
Novice school teachers, who face diverse responsibilities immediately upon appointment, often find themselves in a state where they do not even know what they do not know. This paper analyzes narratives from ongoing interviews with six first-year elementary school teachers, revealing their experiences surrounding this "uncertainty" and the structure through which they participate in the teaching community by identifying and addressing it. The analysis reveals that because cultural patterns within the teaching community are not always visible, novice teachers must independently identify what they need to know about their duties throughout the transition into their roles. Furthermore, advice from colleagues does not always align with their immediate concerns, which often leads them to internalize this uncertainty. Conversely, as they acquire typical coping methods through a year of practice, this uncertainty transforms into a manageable objective, allowing them to move beyond their peripheral position within the teaching community. This study demonstrates that the difficulties faced during the initial teaching period are structural features stemming from the invisibility of cultural patterns.
https://ror.org/04r04yh88 
