Challenges Encountered by Novice Teachers in Applying Deep Learning Approaches in Classroom Practice

Abstract

The Deep learning has become an important approach to improving the quality of education in the 21st century by fostering meaningful knowledge, active participation, and higher-order thinking. Nonetheless, its implementation remains difficult, especially for inexperienced educators. The objective of this study is to investigate the challenges a novice instructor faces inimplementing deep learning methodologies in educational practice. Using a qualitative design, wegathered data through semi-structured interviews with a new English teacher and then analyzed it usingthematic analysis. The results show that the problems are linked in three ways: through mindfulinvolvement, meaningful learning, and happy learning. The teacher had trouble keeping the students'attention, helping them grasp concepts more deeply than just memorizing, and matching fun activitiesto learning goals. These results emphasize the need for improved instructional proficiency andstructured professional support. The study also emphasizes the need for additional research thatencompasses diverse contexts and intervention-oriented methodologies to enhance the deployment ofdeep learning.