Araştırma Makalesi
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Investigating the Professional Adaptation of English Teachers in the First Years of their Profession to School Environment

Yıl 2023, Cilt: 10 Sayı: 1, 67 - 85, 30.01.2023
https://doi.org/10.17275/per.23.4.10.1

Öz

This study investigates English teachers’ socialization to the school environment, their behaviour in the classroom, and their attitudes towards their profession in the first few years after graduation. An explanatory research design was used with a mixed-method methodology. We administered a survey to 800 novice English language teachers in 16 cities where there is high rates of governmental teacher placements in Turkey based on the data provided by the Ministry of National Education (MoNE). The questionnaire included five category components: professional competence, interpersonal relations, organizational history and language, organizational goals and values, and organizational policy. We then selected 9 English teachers using purposeful sampling from the three of the 16 cities in order to gain information about novice teachers’ experiences and to elaborate on the results of our quantitative data findings. After observing the classes of those English teachers, we conducted semi-structured interviews. The content analysis of the responses revealed important issues the teachers experienced during their socialization period. These included their relationships with the school administration, colleagues, parents, and the teachers’ own professional competence, particularly in the areas of the target language (TL) use and language teaching methodology. A discussion of the findings provides suggestions for teacher education programmes, thereby contributing to the development of educational curricula. Having postgraduate studies to sustain professional development has been suggested for teacher growth, which will also establish a link between the university-school partnership. The university-school partnership will only be possible with a willingness to collaborate, dedicated time and systematic feedback to share knowledge and experience.

Destekleyen Kurum

Boğaziçi University

Proje Numarası

BAP 17D06P2

Kaynakça

  • AUTHOR. (2016). Novice non-native English teachers' reflections on their teacher education programmes and their first years of teaching. Profile Issues in Teachers’ Professional Development, 18(1), 55-70.
  • Anngraini, F., Mirizon, S., & Inderawati, R. (2020). Professional development of novice English teacher in junior high school. Jurnal Pendidikan Progresif, 10(2), 233-245.
  • Baecher, L. (2012). Feedback from the field: What novice PreK12 ESL teachers want to tell TESOL teacher educators, TESOL Quarterly, 46(3), 577-588.
  • Cochran, W.G. (1977). Sampling techniques. New York: Wiley.
  • Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education. London: Routledge Falmer.
  • Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches. Thousand Oaks, California: Sage Publications.
  • Dias-Lacy, S. L., & Guirguis, R. V. (2017). Challenges for new teachers and ways of coping with them. Journal of Education and Learning, 6(3), 265-272.
  • Ekşi, G. (2010). An assessment of the professional development needs of English language instructors working at a state university. (Unpublished master’s thesis). Middle East Technical University, Turkey.
  • Erdoğan, U. (2012). İlköğretim okullarının bürokratik yapıları ile öğretmenlerin örgütsel sosyalleşme düzeyleri arasındaki ilişki (Malatya ili örneği). (Yayımlanmamış yüksek lisans tezi). İnönü Üniversitesi Eğitim Bilimleri Enstitüsü, Turkey. [The relationship between the bureaucratic structures of primary schools and the organizational socialization levels of teachers (Malatya province case). (Unpublished master's thesis). İnönü University Institute of Educational Sciences, Turkey.]
  • Farrell, T.S.C. (2012). Novice-Service language teacher development: Bridging the gap between preservice and in-service education and development, TESOL Quarterly, 46(3), 435-49.
  • Fraenkel, J. R., & Wallen, N. M. (2006). How to design and evaluate research in education. Boston: McGraw-Hill.
  • Fraser, M. (2011). Exploring the Nature and Process of Professional Identity of Teachers of English in Japanese Higher Education. (Unpublished Ph.D. Thesis). University of Wollongong, Australia.
  • Gordon, S. P., & Maxey, S. (2000). How to help beginning teachers succeed. 2nd ed. Alexandria, VA: Association for Supervision and Curriculum Development.
  • Güneş, C., & Uysal, H. H. (2016). Factors behind the Turkish EFL teachers’ burnout and organizational socialization difficulties. Paper presented at The 9th International ELT research Conference, Çanakkale 18 Mart University, Çanakkale, Turkey.
  • Jarvis, S., & Algozzine, B. (2006). Everything I need to know about teaching: They forgot to tell me! California, Corwin Press: Thousands Oaks.
  • Johnson, K. E. (1996). The vision versus the reality: The tensions of the TESOL Practicum. In F. D. Editor & R. J. C. Editor (Eds.), Teacher learning in language teaching. New York, NY: Cambridge University Press.
  • Johnson, R. B., Onwegbuzie, A. J., & Turner, L. (2007). Toward a definition of mixed methods research, Journal of Mixed Methods Research, 1(2), 112-133
  • Joiner, S., & Edwards, J. (2008). Novice teachers: Where are they going and why don't they stay?, Journal of Cross-Disciplinary Perspectives in Education, 1(1), 36-43.
  • Karasar, N. (2005). Bilimsel araştırma yöntemi. Ankara: Nobel Yayın Dağıtım [Scientific Reseach Method. Ankara: Nobel Publishing House].
  • Karataş, P., & Karaman, A.C. (2013). Challenges faced by novice language teachers: Support, identity, and pedagogy in the initial years of teaching, Educational Research Association the International Journal of Research in Teacher Education, 4(3), 10-23.
  • Karataş, P. (2015). Challenges, professional development and professional identity: A case study on novice language teachers. (Unpublished master’s thesis). Middle East Technical University.
  • Kardos, S. M. (2005). The importance of professional culture in new teachers’ job satisfaction. Paper presented at the annual meeting of the American Education Research Association, Montreal, Canada.
  • Kennedy, A. (2005). Models of continuing professional development: A framework for analysis. Journal of In-Service Education, 31(2), 235-250.
  • Köseoğlu, F., Tahancalıo, S., Kanlı, U., & Özdem Yılmaz, Y. (2020). Investigation of science teachers’ professional development needs for learning in science centers. Education and Science, 45(203) 191-213.
  • Kuzu, A., & Kahraman, M. (2010). E-mentoring: A new approach in mentoring. Anadolu University Journal of Social Sciences, 12(4).
  • Lundeen, C. A. (2004). Teacher development: The struggle of beginning teachers in creating moral (caring) classroom environments, Early Childhood Development and Care, 174(6), 549-64.
  • Mann, S. M., & Tang, E. H. H. (2012). The role of mentoring in supporting novice English language teachers in Hong Kong, TESOL Quarterly, 46(3), 472-95.
  • Ministry of National Education. [MoNE]. (2019). 2019 yılı performans programı [Performance plan for 2019]. MoNE http://sgb.meb.gov.tr/meb_iys_dosyalar/2019_11/25140550_2019_PP_yayYn.pdf
  • Oates, C., & Bignell, C. (2019). School and university in partnership: a shared enquiry into teachers’ collaborative practices, Professional Development in Education, DOI: 10.1080/19415257.2019.1689520
  • OECD. (2009). The professional development of teachers. http://www.oecd.org/berlin/43541636.pdf.
  • Özder, H. (2011). Self-efficacy beliefs of novice teachers and their performance in the classroom. Australian Journal of Teacher Education, 36(5).
  • Öztürk, M., & Yıldırım, A. (2012). Adaptation challenges of novice teachers, Hacettepe University Journal of Faculty of Education, 28(1), 294-307.
  • Patton, M. Q. (2002). Qualitative research and evaluation methods. 3rd ed. Thousand Oaks, CA: Sage Publications.
  • Pillen, M., Beijaard, D., & den Brok, P. (2012). Tensions in beginning teachers’ professional identity development, accompanying feelings and coping strategies, European Journal of Teacher Education, 1-21.
  • Richards, J. C. (1998). Beyond training. Cambridge: Cambridge University Press.
  • Shkedi, A. (2005). Multiple case narrative: A qualitative approach to studying multiple populations. Amsterdam: John Benjamin Publishing Company.
  • Strauss, A., & Corbin, J. (1990). Basics of qualitative research: grounded theory procedures and techniques. Newbury Park, CA: Sage.
  • Ryan, K. (1986). The induction of new teachers. Bloomington, IN: Phi Delta Kappa Educational Foundation.
  • Sali, P., & Keçik, İ. (2018). Challenges of first years of teaching in Turkey: voices of novice EFL teachers. English Language Teaching, 11(4), 117-131.
  • Turhan, B., & Kırkgöz, Y. (2018). Towards becoming critical reflection writers: A case of English language teacher candidates. Reflective Practice, 19(6), 749-762.
  • Wang, J., Strong, M., & Odell, S. J. (2004). Mentor-novice conversations about teaching: a comparison of two U.S. and two Chinese cases, Teachers College Record, 106 (4), 775-813.
  • Veenman, S. (1984). Perceived problems of beginning teachers, Review of Educational Research, 54(2), 143-178.
  • Voss, T., & Kunter, M. (2020). Reality Shock’ of Beginning Teachers? Changes in Teacher Candidates’ Emotional Exhaustion and Constructivist-oriented Beliefs, Journal of Teacher Education, 71 (3), 292–306.
  • Yurtseven-Yılmaz, H., & Sever, S. (2021). A professional development analysis for Turkish language teachers: what did they expect? What have they found?, Journal of Pedagogical Research, 5(1), 88-113.
Yıl 2023, Cilt: 10 Sayı: 1, 67 - 85, 30.01.2023
https://doi.org/10.17275/per.23.4.10.1

Öz

Proje Numarası

BAP 17D06P2

Kaynakça

  • AUTHOR. (2016). Novice non-native English teachers' reflections on their teacher education programmes and their first years of teaching. Profile Issues in Teachers’ Professional Development, 18(1), 55-70.
  • Anngraini, F., Mirizon, S., & Inderawati, R. (2020). Professional development of novice English teacher in junior high school. Jurnal Pendidikan Progresif, 10(2), 233-245.
  • Baecher, L. (2012). Feedback from the field: What novice PreK12 ESL teachers want to tell TESOL teacher educators, TESOL Quarterly, 46(3), 577-588.
  • Cochran, W.G. (1977). Sampling techniques. New York: Wiley.
  • Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education. London: Routledge Falmer.
  • Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches. Thousand Oaks, California: Sage Publications.
  • Dias-Lacy, S. L., & Guirguis, R. V. (2017). Challenges for new teachers and ways of coping with them. Journal of Education and Learning, 6(3), 265-272.
  • Ekşi, G. (2010). An assessment of the professional development needs of English language instructors working at a state university. (Unpublished master’s thesis). Middle East Technical University, Turkey.
  • Erdoğan, U. (2012). İlköğretim okullarının bürokratik yapıları ile öğretmenlerin örgütsel sosyalleşme düzeyleri arasındaki ilişki (Malatya ili örneği). (Yayımlanmamış yüksek lisans tezi). İnönü Üniversitesi Eğitim Bilimleri Enstitüsü, Turkey. [The relationship between the bureaucratic structures of primary schools and the organizational socialization levels of teachers (Malatya province case). (Unpublished master's thesis). İnönü University Institute of Educational Sciences, Turkey.]
  • Farrell, T.S.C. (2012). Novice-Service language teacher development: Bridging the gap between preservice and in-service education and development, TESOL Quarterly, 46(3), 435-49.
  • Fraenkel, J. R., & Wallen, N. M. (2006). How to design and evaluate research in education. Boston: McGraw-Hill.
  • Fraser, M. (2011). Exploring the Nature and Process of Professional Identity of Teachers of English in Japanese Higher Education. (Unpublished Ph.D. Thesis). University of Wollongong, Australia.
  • Gordon, S. P., & Maxey, S. (2000). How to help beginning teachers succeed. 2nd ed. Alexandria, VA: Association for Supervision and Curriculum Development.
  • Güneş, C., & Uysal, H. H. (2016). Factors behind the Turkish EFL teachers’ burnout and organizational socialization difficulties. Paper presented at The 9th International ELT research Conference, Çanakkale 18 Mart University, Çanakkale, Turkey.
  • Jarvis, S., & Algozzine, B. (2006). Everything I need to know about teaching: They forgot to tell me! California, Corwin Press: Thousands Oaks.
  • Johnson, K. E. (1996). The vision versus the reality: The tensions of the TESOL Practicum. In F. D. Editor & R. J. C. Editor (Eds.), Teacher learning in language teaching. New York, NY: Cambridge University Press.
  • Johnson, R. B., Onwegbuzie, A. J., & Turner, L. (2007). Toward a definition of mixed methods research, Journal of Mixed Methods Research, 1(2), 112-133
  • Joiner, S., & Edwards, J. (2008). Novice teachers: Where are they going and why don't they stay?, Journal of Cross-Disciplinary Perspectives in Education, 1(1), 36-43.
  • Karasar, N. (2005). Bilimsel araştırma yöntemi. Ankara: Nobel Yayın Dağıtım [Scientific Reseach Method. Ankara: Nobel Publishing House].
  • Karataş, P., & Karaman, A.C. (2013). Challenges faced by novice language teachers: Support, identity, and pedagogy in the initial years of teaching, Educational Research Association the International Journal of Research in Teacher Education, 4(3), 10-23.
  • Karataş, P. (2015). Challenges, professional development and professional identity: A case study on novice language teachers. (Unpublished master’s thesis). Middle East Technical University.
  • Kardos, S. M. (2005). The importance of professional culture in new teachers’ job satisfaction. Paper presented at the annual meeting of the American Education Research Association, Montreal, Canada.
  • Kennedy, A. (2005). Models of continuing professional development: A framework for analysis. Journal of In-Service Education, 31(2), 235-250.
  • Köseoğlu, F., Tahancalıo, S., Kanlı, U., & Özdem Yılmaz, Y. (2020). Investigation of science teachers’ professional development needs for learning in science centers. Education and Science, 45(203) 191-213.
  • Kuzu, A., & Kahraman, M. (2010). E-mentoring: A new approach in mentoring. Anadolu University Journal of Social Sciences, 12(4).
  • Lundeen, C. A. (2004). Teacher development: The struggle of beginning teachers in creating moral (caring) classroom environments, Early Childhood Development and Care, 174(6), 549-64.
  • Mann, S. M., & Tang, E. H. H. (2012). The role of mentoring in supporting novice English language teachers in Hong Kong, TESOL Quarterly, 46(3), 472-95.
  • Ministry of National Education. [MoNE]. (2019). 2019 yılı performans programı [Performance plan for 2019]. MoNE http://sgb.meb.gov.tr/meb_iys_dosyalar/2019_11/25140550_2019_PP_yayYn.pdf
  • Oates, C., & Bignell, C. (2019). School and university in partnership: a shared enquiry into teachers’ collaborative practices, Professional Development in Education, DOI: 10.1080/19415257.2019.1689520
  • OECD. (2009). The professional development of teachers. http://www.oecd.org/berlin/43541636.pdf.
  • Özder, H. (2011). Self-efficacy beliefs of novice teachers and their performance in the classroom. Australian Journal of Teacher Education, 36(5).
  • Öztürk, M., & Yıldırım, A. (2012). Adaptation challenges of novice teachers, Hacettepe University Journal of Faculty of Education, 28(1), 294-307.
  • Patton, M. Q. (2002). Qualitative research and evaluation methods. 3rd ed. Thousand Oaks, CA: Sage Publications.
  • Pillen, M., Beijaard, D., & den Brok, P. (2012). Tensions in beginning teachers’ professional identity development, accompanying feelings and coping strategies, European Journal of Teacher Education, 1-21.
  • Richards, J. C. (1998). Beyond training. Cambridge: Cambridge University Press.
  • Shkedi, A. (2005). Multiple case narrative: A qualitative approach to studying multiple populations. Amsterdam: John Benjamin Publishing Company.
  • Strauss, A., & Corbin, J. (1990). Basics of qualitative research: grounded theory procedures and techniques. Newbury Park, CA: Sage.
  • Ryan, K. (1986). The induction of new teachers. Bloomington, IN: Phi Delta Kappa Educational Foundation.
  • Sali, P., & Keçik, İ. (2018). Challenges of first years of teaching in Turkey: voices of novice EFL teachers. English Language Teaching, 11(4), 117-131.
  • Turhan, B., & Kırkgöz, Y. (2018). Towards becoming critical reflection writers: A case of English language teacher candidates. Reflective Practice, 19(6), 749-762.
  • Wang, J., Strong, M., & Odell, S. J. (2004). Mentor-novice conversations about teaching: a comparison of two U.S. and two Chinese cases, Teachers College Record, 106 (4), 775-813.
  • Veenman, S. (1984). Perceived problems of beginning teachers, Review of Educational Research, 54(2), 143-178.
  • Voss, T., & Kunter, M. (2020). Reality Shock’ of Beginning Teachers? Changes in Teacher Candidates’ Emotional Exhaustion and Constructivist-oriented Beliefs, Journal of Teacher Education, 71 (3), 292–306.
  • Yurtseven-Yılmaz, H., & Sever, S. (2021). A professional development analysis for Turkish language teachers: what did they expect? What have they found?, Journal of Pedagogical Research, 5(1), 88-113.
Toplam 44 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Alan Eğitimleri
Bölüm Research Articles
Yazarlar

Sumru Akcan 0000-0001-7395-4727

Yasemin Kırkgöz 0000-0001-5838-6637

Ceylan Ersanlı 0000-0002-4180-4027

Proje Numarası BAP 17D06P2
Yayımlanma Tarihi 30 Ocak 2023
Kabul Tarihi 1 Aralık 2022
Yayımlandığı Sayı Yıl 2023 Cilt: 10 Sayı: 1

Kaynak Göster

APA Akcan, S., Kırkgöz, Y., & Ersanlı, C. (2023). Investigating the Professional Adaptation of English Teachers in the First Years of their Profession to School Environment. Participatory Educational Research, 10(1), 67-85. https://doi.org/10.17275/per.23.4.10.1