International Association of Educators   |  ISSN: 1309-0682
Akdeniz Eğitim Araştırmaları Dergisi
International Association of Educators

Orjinal Araştırma Makalesi | Akdeniz Eğitim Araştırmaları Dergisi 2019, Cil. 13(27) 86-122

Induction into Teaching in Turkish Secondary Schools: A Muliple Case Study of First Year Teachers’ Experiences

Tuğba Cihan & Ali Yıldırım

ss. 86 - 122   |  DOI: https://doi.org/10.29329/mjer.2019.185.5   |  Makale No: MANU-1811-20-0002.R1

Yayın tarihi: Mart 20, 2019  |   Okunma Sayısı: 297  |  İndirilme Sayısı: 917

PDF İndir

Özet

The aim of this study was to examine the experiences of the first year of four novice teachers regarding their classroom experiences, relationships with colleagues, mentoring process and the reflections on the pre-service teacher education they received. The study adopted a qualitative multiple-case study design and the data were collected from four novice teachers through semi structured interviews. Additionally, 28-hour classroom observations were conducted and documents such as teachers’ materials, exam papers and meetings reports of the committee of teachers’ group were analyzed to supplement the interview findings.  

The results of the study suggested that novice teachers had trouble in classroom management, handling student behaviors, relationships with colleagues, principals and parents, using appropriate teaching learning methods and techniques, motivating students, establishing a productive relationship with mentors, and handling workload. Moreover, ineffective mentoring and inadequacies of the pre-service teacher education turned out to be challenging. The most significant weakness of the pre-service teacher education was found to be the lack of an efficient training period, and the results indicated that the pre-service teacher education failed to prepare novice teachers for the realities of teaching and for their first year in the profession.

Anahtar Kelimeler: Induction into Teaching, Novice Teachers, Pre-service Teacher Education, Mentoring, Case Study

Bu makaleye nasıl atıf yapılır?

APA 6th edition
Cihan, T. & Yildirim, A. (2019). Induction into Teaching in Turkish Secondary Schools: A Muliple Case Study of First Year Teachers’ Experiences . Akdeniz Eğitim Araştırmaları Dergisi, 13(27), 86-122. doi: 10.29329/mjer.2019.185.5

Harvard
Cihan, T. and Yildirim, A. (2019). Induction into Teaching in Turkish Secondary Schools: A Muliple Case Study of First Year Teachers’ Experiences . Akdeniz Eğitim Araştırmaları Dergisi, 13(27), pp. 86-122.

Chicago 16th edition
Cihan, Tugba and Ali Yildirim (2019). "Induction into Teaching in Turkish Secondary Schools: A Muliple Case Study of First Year Teachers’ Experiences ". Akdeniz Eğitim Araştırmaları Dergisi 13 (27):86-122. doi:10.29329/mjer.2019.185.5.
Kaynakça
  1. Allen, J. M. (2009). Valuing practice over theory: How beginning teachers re-orient their practice in the transition from the university to the workplace. Teaching and Teacher Education, 25(5), 647-654. [Google Scholar]
  2. Ashby, P., Hobson, A., Tracey, L., Malderez, A., Tomlinson, P., Roper, T., Chambers, G. & Healy, J. (2008). Beginner teachers’ experiences of initial teacher preparation, induction and early professional development: A review of literature. Research Report No. DCSF-RW076. London: Department for Children, Schools and Families. [Google Scholar]
  3. Avalos, B. &Aylwin, P. (2007). How young teachers experience their professional work in Chile. Teaching and Teacher Education23, 515–528. [Google Scholar]
  4. AyvazDüzyol, M. (2012). The effectiveness of induction program for candidate teachers (Unpublished master’s thesis). Middle East Technical University, Ankara. [Google Scholar]
  5. Awender, M. A.& Harte, A. E. (1986). Teacher education-What's wrong with current practice. Education Canada, 26(1), 24-27. [Google Scholar]
  6. Babad, E. (2009). The social psychology of the classroom. New York: Routledge. [Google Scholar]
  7. Badali, S. J. (1996). One year later: Beginning teachers revisit their preparation program experiences. Alberta Journal of Educational Research, 42(4), 378-395. [Google Scholar]
  8. Baker, P. H. (2005). Managing student behavior: How ready are teachers to meet the challenge? American Secondary Education, 33(3), 51-64. [Google Scholar]
  9. Barrett Kutcy, C. E. & Schulz, R. (2006). Why are beginning teachers frustrated with the [Google Scholar]
  10. teaching profession? McGill Journal of Education, 41(1), 77-90. [Google Scholar]
  11. Battersby, D. (1989). The beginning teacher scheme: An evaluation. Final report. Wellington: Department of Education. [Google Scholar]
  12. Baumgartner, F., Koerner, M., & Rust, F. (2002). Exploring roles in student teaching placements. Teacher Education Quarterly, 29, 35-58. [Google Scholar]
  13. Berry, B. & Hirsch, E. (2005). Recruiting and retaining teachers for hard-to-staff schools. Washington, DC: National Governors Association Center for Best Practices. [Google Scholar]
  14. Bowen, G. A. (2009). Document analysis as a qualitative research method. Qualitative Research Journal, 9(2), 27-40. doi:10.3316/QRJ0902027. [Google Scholar] [Crossref] 
  15. Boyd, D., Grossman, P., Ing, M., Lankford, H., Loeb, S., & Wyckoff, J. (2009). The influence of school administrators on teacher retention decisions (Working Paper). Albany: University of Albany, Suny. [Google Scholar]
  16. Bümen, N. T., Ateş, A., Çakar, E., Ural, G. &Acar, V. (2012). Türkiye bağlamında öğretmenlerin mesleki gelişimi: Sorunlar ve öneriler (The professional development of teachers in Turkish context: Problems and suggestions). Milli Eğitim, 194(2), 31-50. [Google Scholar]
  17. Caires, S. & Almeida, L. S. (2005). Teaching practice in initial teacher education: Its impact on student teachers' professional skills and development. Journal of Education for Teaching: International Research and Pedagogy, 31(2), 111-120. [Google Scholar]
  18. Carre, C. (1993). The first year of teaching. In N. Bennet& C. Carre (Eds) Learning to teach (pp. 191-211). London: Routledge. [Google Scholar]
  19. Carroll, T., & Fulton, K. (2004). The true cost of teacher turnover. Threshold, Spring, 16-17. [Google Scholar]
  20. Cherubini, L. (2007). Speaking up and speaking freely: Beginning teachers’ critical perceptions of their professional induction. Professional Educator, 29(1), 1-12. [Google Scholar]
  21. Cochran-Smith, M. (2004). Stayers, leavers, lovers and dreamers: insights about teacher retention [editorial]. Journal of teacher education, 55(5), 387. [Google Scholar]
  22. Confait, S. (2015). Beginning teachers’ challenges in their pursuit of effective teaching practices. Confait, Cogent Education, 2,1-18. [Google Scholar]
  23. Corbell, K. A., Booth, S., & Reiman, A. J. (2010). The commitment and retention intentions of traditionally and alternatively licensed math and science beginning teachers. Journal of Curriculum and Instruction, 4(1), 50-69. [Google Scholar]
  24. Çakmak, M. (2010). Novice teachers’ thoughts on teaching strategies in initial years of teaching: A case study. European Educational Research Association, Helsinki, Finland. [Google Scholar]
  25. Çimen, G. (2010). İlköğretim aday öğretmenlerinin yetiştirilmesi sürecinin ilköğretim müfettişleri ve okul müdürlerince değerlendirilmesi:  Kırıkkale ili örneği (The evaluation of the training process of primary school candidate teachers by primary school inspectors and school directors: Kırıkkale province) (Unpublished master’s thesis). Kırıkkale Üniversitesi, Kırıkkale. [Google Scholar]
  26. Danielson, C. (1999). Mentoring new teachers: The case for mentoring. Teaching and Change, 6(3), 251–57. [Google Scholar]
  27. Darling-Hammond, L., Furger, R., Shields, P. M., & Sutcher, L. (2016). Addressing California’s emerging teacher shortage: An analysis of sources and solutions. Palo Alto, CA: Learning Policy Institute. [Google Scholar]
  28. Darling-Hammond, L. (2000). Solving the dilemmas of teacher supply, demand, and quality. New York City: National Commission on Teaching and America’s Future. [Google Scholar]
  29. Darling-Hammond, L. (1999). Teacher quality and student achievement: A review of state [Google Scholar]
  30. policy evidence. Seattle, WA: Center for the Study of Teaching and Policy. [Google Scholar]
  31. Darling-Hammond, L. (1997). Doing what matters most: Investing in quality teaching. New York: National Commission on Teaching and America’s Future. [Google Scholar]
  32. Deacon, R. (2012). The initial teacher education research project: The initial professional development of teachers: A literature review. Johannesburg: JET Education Services. [Google Scholar]
  33. Dickson, M., Riddlebarger, J. Stringer, P., Tennant, L. &Kennetz, K. (2014). Challenges faced by Emirati novice teachers. Near and Middle Eastern Journal of Research in Education, 1(4). [Google Scholar]
  34. Donaldson, M. L. (2009). Into—and out of—city schools: The retention of teachers prepared for urban settings. Equity and Excellence in Education,(42)3, 347-370. [Google Scholar]
  35. Dowding, G. (1998). Beyond survival: Supporting beginning teachers through effective induction. The Practising Administrator, 20(20), 18–20. [Google Scholar]
  36. Duran, E., Sezgin F. &Çoban O. (2011).Aday sınıf öğretmenlerinin uyum ve sosyalleşme sürecinin incelenmesi (The examination of the adaptation and socialization process of candidate classroom teachers). Sosyal Bilimler Enstitüsü, Dumlupınar Üniversitesi, 31, 465-478. [Google Scholar]
  37. Eisenschmidt, E., Heikkinen, H. L. T., & Klages, W. (2008). Strong, competent and vulnerable. Experiences of the first year as a teacher. In G. Fransson& C. Gustafsson (Eds.), Newly qualified teachers in northern Europe. Comparative perspectives on promoting professional development (pp. 125–147). Teacher Education: Research Publications No 4.Gävle: Gävle University Press. [Google Scholar]
  38. Ekinci A. (2010). Aday öğretmenlerin iş başında yetiştirilmesinde okul müdürlerinin rolü (The role of school inspectors in the process of candidate teachers’ on-the-job training). Dicle Üniversitesi Ziya Gökalp Eğitim Fakültesi Dergisi,15, 63-77. [Google Scholar]
  39. Eret, E. (2013). An assessment of pre-service teacher education in terms of preparing teacher candidates for teaching(Unpublished doctoral dissertation).Middle East Technical University, Ankara. [Google Scholar]
  40. Ewart, G. (2009). Retention of new teachers in minority French and French immersion programs in Manitoba. Canadian Journal of Education, 32(3), 473-507. [Google Scholar]
  41. Ewing, R. A. & Smith, D. L. (2003). Retaining quality beginning teachers in the profession. English Teaching: Practice and Critique, 2(1), 15-32. [Google Scholar]
  42. Feiman-Nemser, S. (2010). Multiple meanings of new teacher induction. In J. Wang, S. Odell, & R. Clift (Eds.), Past, present and future research on teacher induction: An anthology for researchers, policy makers and practitioners (pp. 15–30). Plymouth: Rowland & Littlefield Education. [Google Scholar]
  43. Feiman-Nemser, S. (2003). What new teachers need to learn. Educational Leadership, 60(8), 25-29. [Google Scholar]
  44. Feiman-Nemser, S. (1983). Learning to teach. In L. Shulman & G. Sykes (Eds.), Handbook of teaching and policy (pp. 150-170). New York: Longman. [Google Scholar]
  45. Feng, L. (2006). Combating teacher shortages: Who leaves, who moves, and why (Unpublished doctoral dissertation). Florida State University. [Google Scholar]
  46. Ferfolija, T., 2008. Making the transition into the first year of teaching: Lessons from the [Google Scholar]
  47. classmates initiative. Australian journal of education, 52(3), 242–257. [Google Scholar]
  48. Flores, M. A. (2006). Being a novice teacher in two different settings: Struggles, continuities and discontinuities: Teachers College Record, 18(10), 2021-2052. [Google Scholar]
  49. Flores, M. A. (2004). The early years of teaching: Issues of learning, development and change. Porto, Portugal: Res-Editora. [Google Scholar]
  50. Gergin, E. (2010). Mesleğe yeni başlayan öğretmenlerin ilk yıllarda karşılaştığı zorluklar ve bu zorluklarla başa çıkma yolları (The problems and coping strategies of the beginning teachers in their first years in the profession) (Unpublished master’s thesis). Marmara University, Istanbul. [Google Scholar]
  51. Gilbert, L. 2005. What helps beginning teachers? Educational Leadership, 62(8), 36–39. [Google Scholar]
  52. Gold, Y. (1996) Beginning teacher support. Attrition, mentoring and induction. In J. Sikula (Ed.), Handbook of research on teacher education (pp. 548–594). New York & London: Macmillan. [Google Scholar]
  53. Goldrick, L. (2016). Support from the Start: A 50-State Review of Policies on New Educator Induction and Mentoring. Retrieved December 11, 2018, from http://newteachercenter.org/wp-content/uploads/2016CompleteReportStatePolicies.pdf [Google Scholar]
  54. Gordon, S. P. (1991). How to help beginning teachers succeed. Alexandria, VA: Association for Supervision and Curriculum Development. [Google Scholar]
  55. Gömleksiz, M. N., Kan, A. Ü., Biçer, S. &Yetkiner, A. (2010). Mesleğe yeni başlayan sınıf öğretmenlerinin yaşadıkları zorluklarla öğretmen adaylarının yaşayabilecekleri zorluklara ilişkin algılarının karşılaştırılması (The comparison of the difficulties faced by the beginning classroom teachers and the perceptions of candidate teachers regarding the possible difficulties they may face). e-Journal of New World Sciences Academy, 5(3), 12-23. [Google Scholar]
  56. Gün, B., Üstünlüoğlu, E. &Yürekli, A. (2010). Listening and responding to novice teachers' inner voices. Humanising Language Teaching, 12(3), ISSN, 1755-9715. [Google Scholar]
  57. Hargreaves, A. (1991). Contrived collegiality: The micropolitics of teacher collaboration. In  [Google Scholar]
  58. Blasé, J. (Ed.), The Politics of Life in Schools. Power, Conflict, and Cooperation. Newbury Park, CA: Sage Publications. [Google Scholar]
  59. Henke, R. R., Chen, X., &Geis, S. (2000). Progress through the teacher pipeline: 1992-93 college graduates and elementary/secondary teaching as of 1997 (NCES Publication No. 2000-152). Washington, DC: U.S. Department of Education, National Center for Education Statistics. [Google Scholar]
  60. Henning, E. &Gravett, S. (2011). Pedagogical craft and its science: Janus-faced in pre-service teacher education. Education as Change, 15(1), 21-33. [Google Scholar]
  61. Herbert, E. & Worthy, T. (2001). Does the first year of teaching have to be a bad one? A case study of success. Teaching and Teacher Education, 17, 897–911. [Google Scholar]
  62. Hertzog, H. S. (2002). When, how, and who do I ask for help? Novices' perceptions of problems and assistance. Teacher Education Quarterly, 29(3), 25-41. [Google Scholar]
  63. Hobson, A; Ashby, P; Malderez, A. & Tomlinson, P. (2009). Mentoring beginning teachers: What we know and what we don’t. Teaching and Teacher Education, 25(1), 207-216. [Google Scholar]
  64. Hobson, A. J., Malderez A., Tracey, L., Homer, M. S., Ashby, P., Mitchell, N., McIntyre, J., Cooper, D., Roper, T., Chambers, G. N. & Tomlinson, P. D. (2009). Becoming a teacher: Teachers’ experiences of initial teacher training, induction and early professional development.Final Report. Research Report No: DCSF-RR115. University of Nottingham. [Google Scholar]
  65. Holloway, I. (1997). Basic concepts for qualitative research. Oxford: Blackwell Science. [Google Scholar]
  66. Hudson, P. (2012). How can schools support beginning teachers? A call for timely induction and mentoring for effective teaching. Australian Journal of Teacher Education, 37(7), 70-84. [Google Scholar]
  67. Inger, M. (1993). Teacher collaboration in secondary schools. National Center for Research in Vocational Education: University of California at Berkeley. Retrieved July 20, 2012 from http://rocserve,berkeley.edu/centerfocus/sf2.html. [Google Scholar]
  68. Ingersoll, R. (2001). Teacher turnover and teacher shortages: An organizational analysis. American Educational Research Journal, 38(3), 499–534. [Google Scholar]
  69. Ingersoll, R. & Smith, T. (2003). The wrong solution to the teacher shortage. Educational Leadership 60(8), 30–33. [Google Scholar]
  70. Ingvarson, L., Kleinhenz, E., Toon Khoo, S. & Wilkinson, J. (2007). The VIT program for supporting provisionally registered teachers: Evaluation of implementation in 2005. Melbourne: Victorian Institute Of Teaching. [Google Scholar]
  71. Jarvis, S., &Algozzine, B. (2006). Everything I need to know about teaching: They forgot to tell me! California, Corwin Press: Thousands Oaks. [Google Scholar]
  72. Johnson, S. (2004). Finders and Keepers. San Francisco: Wiley. [Google Scholar]
  73. Johnson, S. M. &Birkeland, S. E. (2003). Pursuing a sense of success: New teachers explain their career decisions. American Educational Research Journal 40(3), 581–617. [Google Scholar]
  74. Johnson, S. M. &The Project on the Next Generation of Teachers (2004). Finders and keepers: Helping new teachers survive and thrive in our schools. San Francisco, CA: Jossey-Bass. [Google Scholar]
  75. Kane, R., Fontaine, S. Duquette, O., &Savoie-Zajc, L. (2012). New teachers’ career intentions: Factors influencing new teachers’ decisions to stay or to leave the profession. Alberta Journal of Educational Research, 57(4), 379-408. [Google Scholar]
  76. Kane, R. & Mallon, M. (2006). Perceptions of teachers and teaching. Wellington: Ministry of Education and New Zealand Teachers Council. [Google Scholar]
  77. Karsenti, T. & Collin, S. (2013). Why are new teachers leaving the profession? Results of a Canada-wide survey. Education, 3(3), 141-149. [Google Scholar]
  78. Kartal, S. (2006). Aday memurların örgütsel sosyalleşmesinde temel ve hazırlayıcı eğitimin rolü (The role of the basic and preparatory education on the organizational socialization of candidate officials). Burdur Eğitim Fakültesi Dergisi, 7(11), 131-143. [Google Scholar]
  79. Kauffman, D., Johnson, S. M., Kardos, S. M., Liu, E., &Peske, H. G. (2002). Lost at sea: New teachers’ experiences with curriculum and assessment. Teachers College Record, 104(2), 273–300. [Google Scholar]
  80. Kellough, R. D. (2005). Your first teaching: Guidelines for success (3rd Ed.) New Jersey, Columbus, Ohio, Upper Saddle River. [Google Scholar]
  81. Kurasaki, K. S. (2000). Intercoder reliability for validating conclusions drawn from open-ended interview data. Field Methods, 12(3), 179-194. [Google Scholar]
  82. Lincoln, Y. S. &Guba, E. G. (1985). Naturalistic inquiry. Newbury Park, CA: Sage. [Google Scholar]
  83. Little, J. W. (1990). The mentor phenomenon. In C. Cazden (Ed.), Review of research in education (pp. 297-351). Washington, DC: American Educational Research Association. [Google Scholar]
  84. Loeb, S., Darling-Hammond, L., &Luczak, J. (2005). How teaching conditions predict teacher turnover in California schools. Peabody Journal of Education, 80, 44-70. [Google Scholar]
  85. Lundeen, C. A. (2004). Teacher development: The struggle of beginning teachers in creating moral (caring) classroom environments. Early Child Development and Care, 174(6), 549-564. [Google Scholar]
  86. Lunenburg, C. (2011). Orientation and induction of the beginning teacher. Sam Houston State University: National Forum of Education Administration and Supervision Journal, 28(4). [Google Scholar]
  87. Mandel, S. (2006). What new teachers need.Educational Leadership, 14(1), 66-69. [Google Scholar]
  88. Marshall, K. (2009). Rethinking teacher supervision and evaluation: How to work smart, build collaboration, and close the achievement gap. San Francisco: Jossey-Bass A Wiley Imprint. [Google Scholar]
  89. Martinez, K. (1994). Teacher induction revisited. Australian Journal of Education, 38(2), 174–188. [Google Scholar]
  90. Mazibuko, E.Z. (1999). Understanding the experiences of beginning secondary school teachers. International Review of Education, 45(5/6), 589-602. [Google Scholar]
  91. McCann, T. M., Johannessen, L. R., &Ricca, B. (2005). Responding to new: An in-depth study of novice high school teachers suggests key strategies to address their most pressing challenges. Educational Leadership, May, 30-34. [Google Scholar]
  92. MEB. (1995). Milli Eğitim Bakanlığı Aday Memurların Yetiştirilmesine İlişkin Yönetmelik (The Regulation of Ministry of National Education Regarding the Training of Candidate Officials). Tebliğler Dergisi, 2423. [Google Scholar]
  93. MEB (2016). Aday Öğretmen Yetiştirme Sürecine İlişkin Yönerge (The Guideline Regarding the Training Process of Candidate Teachers). Millî Eğitim Bakanlığı Tebliğler Dergisi, 2702. [Google Scholar]
  94. Meister, D. G. & Melnick, S. (2003). National new teacher study: Beginning teachers concerns. Action in Teacher Education, 24, 87–94. [Google Scholar]
  95. Melnick, S. A. & Meister, D. G. (2008). A comparison of beginning and experienced teachers’ concerns. Educational Research Quarterly, 31(3), 39-56. [Google Scholar]
  96. Murnane, R. J., Singer, J. D., Willett, J. B., Kemple, J. J., & Olsen, R. J. (1991). Who will [Google Scholar]
  97. teach? Policies that matter. Cambridge, MA: Harvard University Press. [Google Scholar]
  98. Murray, M. (2001). Beyond the myths and magic of mentoring: How to facilitate an effective mentoring process. San Francisco: Jossey-Bass. [Google Scholar]
  99. Murshidi, R., Konting, M. M., Elias, H. &Fooi, F. S. (2006). Sense of efficacy among beginning teachers in Sarawak. Teaching Education, 17(3), 265-275. [Google Scholar]
  100. Nahal, S. P. (2010). Voices from the field: Perspectives of first-year teachers on the disconnect between teacher preparation programs and the realities of the classroom. Research in Higher Education Journal, 8. University of Phoenix. [Google Scholar]
  101. Özonay, İ.Z. (2004).Öğretmenlerin adaylık eğitimi programının değerlendirmesi (The evaluation of the curriculum for teachers’ candidate training). XIII. Ulusal Eğitim Bilimleri Kurultayı. İnönü Üniversitesi, Malatya. [Google Scholar]
  102. Öztürk, M. (2008). Induction into teaching: adaptation challenges of novice teachers (Unpublished master’s thesis). Middle East Technical University, Ankara. [Google Scholar]
  103. Patton, M. Q. (2002). Qualitative Research and Evaluation Methods. Thousand Oaks, CA: Sage. [Google Scholar]
  104. Polit, D. F. & Beck, C. T. (2014). Essentials of Nursing Research: Appraising Evidence for Nursing Practice, 8th Edition. Philadelphia: Lippincott Williams & Wilkins. [Google Scholar]
  105. Ragins, B. R. & Kram. K. E. (2007). The landscape of mentoring in the 21st century. In B. R. Ragins& K. E. Kram (Eds.),The handbook of mentoring at work: Theory, research, and practice. Los Angeles: Sage Publications. [Google Scholar]
  106. Rizza, C. (2011). New teachers’ working experience: A secondary analysis of TALIS. In Back to the future: Legacies, continuities and changes in educational policy, practice and research. Braga, University of Minho. [Google Scholar]
  107. Rogers, D. L. & Babinski L. M. (2002). From isolation to conversation: Supporting new teachers’ development. USA: State university of New York Press. [Google Scholar]
  108. Ross, D. D., Vescio, V., Tricarico, K, & Short, K. (2011). Secrets for mentoring novice teachers. Gainesville, FL: Lastinger Center for Learning. [Google Scholar]
  109. Seidman, I. (2006). Interviewing as qualitative research: A guide for researchers in education and the social sciences. New York: Teachers College Press. [Google Scholar]
  110. Senemoğlu, N. (2011). How effective are initial primary teacher education curricula in Turkey: Student teacher faculty and teachers let us know. International Journal of Curriculum and Instructional Studies, 1(1), 35-47. [Google Scholar]
  111. Souder, K. O., (2005). Reframing initial challenges through collaborative reflection: A study of first year teachers in a professional development school(Unpublished doctoral dissertation). George Mason University. [Google Scholar]
  112. Stake, R. E. (1994). Case studies: Handbook of qualitative research. Thousand Oaks, CA: Sage. [Google Scholar]
  113. Stanulis, R. N., Burrill, G., & Ames, K. T. (2007). Fitting in and learning to teach: Tensions in developing a vision for a university-based induction program for beginning teachers. Teacher Education Quarterly, 34(3), 135–147. [Google Scholar]
  114. Strong, M. (2009). Effective teacher induction and mentoring: assessing the evidence. New [Google Scholar]
  115. York: Teachers College Press. [Google Scholar]
  116. Thompson, T. (1999). Underachieving to protect self-worth: Theory research and inventions. Avebury, UK: Aldershot. [Google Scholar]
  117. Ulvik, M., Smith, K., &Helleve I. (2009). Novice in secondary school – The coin has two sides. Teaching and Teacher Education, 25(6), 835–842. [Google Scholar]
  118. Uugwanga, T. T. (2010). An investigation of the coping mechanisms of novice teachers: A study of selected high schools in the Oshikoto Region of Namibia (Unpublished master’s thesis). University of the Western Cape, Bellville,RSA. [Google Scholar]
  119. Veenman, S. (1984). Perceived problems of beginning teachers. Review of Educational Research, 54(2), 143-178.Villar, A., & Strong, M. (2005). Is mentoring worth the money? A benefit-cost analysis and five year rate of return of a comprehensive mentoring program for beginning teachers. Santa Cruz, CA: University of California, New Teacher Center. [Google Scholar]
  120. Wang, J. &Odell, S. J. (2002). Mentored learning to teach according to standard-based reform: A critical review. Review of Educational Research, 72(3), 481–546. [Google Scholar]
  121. Wanzarae, Z.O. (2007). The transition process: The early years of being a teacher. In T.Townsend and R.Bates (Eds.),Handbook of teacher education (globalization, standards and professionalism in times of change), Netherland: Springer (http://books.google.com.tr). [Google Scholar]
  122. Wayne, A. J., Youngs, P. & Fleischman, S. (2005). Improving teacher induction. Educational Leadership 62(8), 76–78. [Google Scholar]
  123. Webb, R., Vulliamy, G., Hämäläinen, S., Sarja, A., Kimonen, E., &Nevalainen, R. (2004). Pressures, rewards and teacher retention: A comparative study of primary teaching in England and Finland. Scandinavian Journal of Educational Research, 48(2), 169–188. [Google Scholar]
  124. Wideen, M., Mayer-Smith, J. & Moon, B. (1998). A critical analysis of the research on learning to teach: Making the case for an ecological perspective on inquiry. Review ofEducational Research, 68(2), 130-178. [Google Scholar]
  125. Williams, J. P. (2008). Non-participant observation. In Lisa M. Given (Ed.),The Sage encyclopedia of qualitative research methods. London: Sage. [Google Scholar]
  126. Williams, A., Prestage, S. &Bedward, J. (2001). Individualism to collaboration: The significance of teacher culture to the induction of newly qualified teachers. Journal of Education for Teaching 27(3), 253–67. [Google Scholar]
  127. Wyatt III, R. L. & White J. E. (2007). Making your first year success: A classroom survival guide for middle and high school teachers. (2nded.) CA: Corwin Press, Thousand Oaks. [Google Scholar]
  128. Yalçınkaya, M. (2002). Yeniöğretmenveteftiş. Milli Eğitim Dergisi 150, 153-154. [Google Scholar]
  129. Yıldırım A. &Öztürk, M. (2013). Adaptation challenges of novice teachers. Hacettepe University Journal of Education, 28(1), 294-307. [Google Scholar]
  130. Yılmaz, K. & Tepebaş, F. (2011). İlköğretim düzeyinde sosyal bilgiler eğitiminde karşılaşılan sorunlar: Mesleğine yeni başlayan sosyal bilgiler öğretmenlerinin görüşleri (The problems faced in social sciences education in primary school level: The opinions of the beginning social sciences teachers). Çankırı Karatekin Üniversitesi SBE Dergisi, 2(1), 157-177. [Google Scholar]
  131. Yıldırım, R., & Yılmaz, E. (2013). Okul yöneticilerinin mentörluk rollerinin okulun akademik başarısı ve bazı değişkenler açısından incelenmesi (The examination of the mentoring roles of school inspectors in terms of the academic achievement of schools and other variables). Sosyal Bilimler Ensitüsü Dergisi, 30, 98-119. [Google Scholar]
  132. Younger, M., Brindley, S., Peddar, D. &Hagger, H. (2004). Starting points: Student teachers’ reasons for becoming teachers and their preconceptions of what this will mean. European Journal of Teacher Education, 27(3), 245-264. [Google Scholar]
İndir
Metric
Geçmiş
Benzer

Cilt 13 Sayı 27

Mart 2019

Tüm Makaleler

Akdeniz Eğitim Araştırmaları Dergisi

International Association of Educators.
This work is licensed under a Creative Commons Attribution 4.0 International License.
Gizlilik     |     Kullanım Koşulları     |     Çerez Politikaları
Creative Commons Lisansı
© 2012 - 2024 - THDSoft e-Journal Management System.