This study investigates novice teachers' perceptions of the teaching community in Korea, and how its context shapes their participation in schools. Interviews were conducted with four primary school teachers who were in their first three years in the profession. The analysis revealed that schools neglected to create an environment conducive to the professional development of novice teachers by maintaining a power structure that favours senior teachers over educational values. Furthermore, the age-based inequality challenged the novice teachers’ autonomy, and forced them to remain passive and silent. Facilitating their voice is key to promoting constructive change in the community. •The study examines how the teacher community is perceived by novice teachers in Korea.•The novice teachers adopted silence and passivity as they participated in the community of practice.•Their workplace learning was greatly affected by the entrenched practices favouring senior teachers.•It is important to consider hidden power structure that can contribute to novice teachers' reality shock.