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Year 2015, Volume: 19 Issue: 2, 209 - 220, 10.11.2015

Abstract

The main purpose of this study is to investigate the novice instructors’ needs in their induction process. The study was based on a qualitative research design. Semistructured interviews were used for data collection. The participants were eleven novice instructors who had professional experiences of maximum three years. The data were analysed through content analysis. The results showed that the novice instructors were mostly in need of official mentors to guide them and orientation programs to help them be accustomed to their profession and working environments. Based on these results, some possible suggestions are proposed

References

  • Bell-Robertson, C. (2014). “Staying On Our Feet”: Novice Music Teachers’ Sharing of Emotions and Experiences within an Online Community". Journal of Research in Music Education, 61(4) 431–451.
  • Bogdan, Robert C., &Biklen, Sari K. (2007). Qualitative Research for Education: An Introduction to Theory and Methods (5th Edition). Boston: Pearson Education, Inc.
  • Brody, D &Hadar, L. (2015). "Personal professional trajectories of novice and experienced teacher educators in a professional development community". Teacher Development: An international journal of teachers' professional development, 19(2), 246-266.
  • Brown, T. (2006). "Negotiating psychological disturbance in pre-service teacher education". Teaching and Teacher Education, 22, 675-689.
  • Caspersen, J. &Raaen, F. (2014). "Novice teachers and how they cope". Teachers and Teaching: theory and practice, 20(2), 189-211.
  • Catapano, S. &Huisman, S. (2013). "Leadership in hard-to-staff schools: Novice teachers as mentors". Mentoring & Tutoring: Partnership in Learning, 21(3), 258- 271.
  • Clark, S. (2012). "The plight of the novice teacher". The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 85(5), 197-200.
  • Craig, C. (2014). "From stories of staying to stories of leaving: a US beginning teacher’s experience". Journal of Curriculum Studies, 46(1), 81-115.
  • Creswell, John W. (2003). Research design: qualitative, quantitative, and mixed methods approaches. Sage Publications: Thousand Oaks, London.
  • Creswell, John W. (2012). Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research (4th Edition). Boston: Edwards Brothers, Inc.
  • Darling-Hammond, L. (2001). "The challenge of staffing our schools". Educational Leadership, 58 (8), 12–17.
  • Darling-Hammond, L. (2003). "Keeping good teachers: Why it matters, what leaders can do.” Educational Leadership, 60 (8), 6–13.
  • Donne, V. & Fan-Yu, L. (2013) "Special education teacher Induction: The wiki way". The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 86(2), 43-47.
  • Feiman-Nemser, S. (1983). "Learning to teach". In L. Shedman, & G. Sykes (Eds.), Handbook of teaching and policy. 150–170. New York: Longman.
  • Feiman-Nemser, S. (2001). "From preparation to practice: Designing a continuum to strengthen and sustain teaching". Teachers College Record, 103, 1013– 1055.
  • Fletcher, S. (2000). Mentoring in schools: A handbook of good practice. London: Kogan Page.
  • Flores, M.A. (2004). "The impact of school culture and leadership on new teachers’ learning in the workplace". International Journal of Leadership in Education, 7, 296–318.
  • Flores, B., Hernández, A., García, C. &Claeys, L. (2011). "Teacher academy induction learning community: Guiding teachers through their zone of proximal development". Mentoring & Tutoring: Partnership in Learning, 19(3), 365- 389.
  • Olsher, G. &Kantor, I. (2012). "Asking questions as a key strategy in guiding a novice teacher: A self-study, studying teacher education". A journal of self-study of teacher education practices. 8(2), 157-168.
  • Grudnoff, L. (2012). "All’s well? New Zealand beginning teachers’ experience of induction provision in their first six months in school". Professional Development in Education, 38(3), 471-485.
  • He, Y. & Cooper, J. (2011). "Struggles and strategies in teaching: voices of five novice secondary teachers". Teacher Education Quarterly, 38, 2, 97-116.
  • Helms-Lorenz, M., van de Grift, W. &Maulana, R. (2015): "Longitudinal effects of induction on teaching skills and attrition rates of beginning teachers". School Effectiveness and School Improvement: An International Journal of Research, Policy and Practice. 1-27. DOI: 10.1080/09243453.2015.10 35731.
  • Huberman, M. (1993). The lives of teachers. New York: Teachers College Press.
  • Lortie, D. (1975). Schoolteacher: A sociological perspective. Chicago: University of Chicago Press.
  • Milner, H. R. &Tenore, F. B. (2010). "Classroom management in diverse classrooms". Urban Education, 45 (5), 560-603.
  • Murray, J. & Male, T. (2005) Becoming a teacher educator: evidence from the field, Teaching and Teacher Education, 21 (2), 25-142.
  • Nolan, J. H., Jr., & Hoover, L. A. (2008). Teacher supervision and evaluation: Theory into practice (2nd ed.). Hoboken, NJ:Wiley& Sons.
  • Oshrat-Fink, Y. (2014). "From the campus to the classroom: a narrative theory of novice teachers’ transition processes". Reflective Practice: International and Multidisciplinary Perspectives, 15(6), 729-750.
  • Poom-Valickis, K. & Mathews, S. (2013). "Reflecting others and own practice: an analysis of novice teachers’ reflection skills". Reflective Practice: International and Multidisciplinary Perspectives, 14(3), 420-434.
  • Tonnsen, S. & Patterson, S. (1992). "Fighting the first-year jitters". The Executive Educator, 14(1), 29-30.
  • Veeman, S. (1984). "Perceived problems of beginning teachers". Review of Educational Research, 54(2), 143-178.
  • Wang, J., & Odell, S.J. (2002). "Mentored learning to teach according to standards-based reform: A critical overview". Review of Educational Research. 72(3), 481– 546.
  • Wanzare, Z. O. (2007). "The transition process: The early years of being a teacher". In T. Townsend & R. Bates (Eds.), Handbook of teacher education (pp. 343– 364). Dordrecht, The Netherlands: Springer.

Ben Okutman Oldum. Ama Danışmanım Nerde?

Year 2015, Volume: 19 Issue: 2, 209 - 220, 10.11.2015

Abstract

Bu çalışmanın amacı göreve yeni başlayan okutmanların, görevlerinin ilk
dönemde karşılaştıkları ihtiyaçları araştırmaktır. Çalışmada nitel araştırma yöntemi
kullanılmıştır. Veri toplama için yarı-yapılandırılmış görüşme soruları kullanılmıştır.
Çalışmaya en fazla üç yıl deneyime sahip olan on bir okutman katılmıştır. Veri analizi
içerik analizi yöntemiyle yapılmıştır. Sonuçlar göreve yeni başlayan okutmanların
kendilerini yönlendirecek resmi danışmanlar ile mesleklerine ve çalışma ortamlarına
uyum sağlamaları için intibak programlarına ihtiyaç duyduklarını ortaya koymuştur.
Sonuçlar göz önüne alınarak bazı önerilerde bulunulmuştur.

References

  • Bell-Robertson, C. (2014). “Staying On Our Feet”: Novice Music Teachers’ Sharing of Emotions and Experiences within an Online Community". Journal of Research in Music Education, 61(4) 431–451.
  • Bogdan, Robert C., &Biklen, Sari K. (2007). Qualitative Research for Education: An Introduction to Theory and Methods (5th Edition). Boston: Pearson Education, Inc.
  • Brody, D &Hadar, L. (2015). "Personal professional trajectories of novice and experienced teacher educators in a professional development community". Teacher Development: An international journal of teachers' professional development, 19(2), 246-266.
  • Brown, T. (2006). "Negotiating psychological disturbance in pre-service teacher education". Teaching and Teacher Education, 22, 675-689.
  • Caspersen, J. &Raaen, F. (2014). "Novice teachers and how they cope". Teachers and Teaching: theory and practice, 20(2), 189-211.
  • Catapano, S. &Huisman, S. (2013). "Leadership in hard-to-staff schools: Novice teachers as mentors". Mentoring & Tutoring: Partnership in Learning, 21(3), 258- 271.
  • Clark, S. (2012). "The plight of the novice teacher". The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 85(5), 197-200.
  • Craig, C. (2014). "From stories of staying to stories of leaving: a US beginning teacher’s experience". Journal of Curriculum Studies, 46(1), 81-115.
  • Creswell, John W. (2003). Research design: qualitative, quantitative, and mixed methods approaches. Sage Publications: Thousand Oaks, London.
  • Creswell, John W. (2012). Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research (4th Edition). Boston: Edwards Brothers, Inc.
  • Darling-Hammond, L. (2001). "The challenge of staffing our schools". Educational Leadership, 58 (8), 12–17.
  • Darling-Hammond, L. (2003). "Keeping good teachers: Why it matters, what leaders can do.” Educational Leadership, 60 (8), 6–13.
  • Donne, V. & Fan-Yu, L. (2013) "Special education teacher Induction: The wiki way". The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 86(2), 43-47.
  • Feiman-Nemser, S. (1983). "Learning to teach". In L. Shedman, & G. Sykes (Eds.), Handbook of teaching and policy. 150–170. New York: Longman.
  • Feiman-Nemser, S. (2001). "From preparation to practice: Designing a continuum to strengthen and sustain teaching". Teachers College Record, 103, 1013– 1055.
  • Fletcher, S. (2000). Mentoring in schools: A handbook of good practice. London: Kogan Page.
  • Flores, M.A. (2004). "The impact of school culture and leadership on new teachers’ learning in the workplace". International Journal of Leadership in Education, 7, 296–318.
  • Flores, B., Hernández, A., García, C. &Claeys, L. (2011). "Teacher academy induction learning community: Guiding teachers through their zone of proximal development". Mentoring & Tutoring: Partnership in Learning, 19(3), 365- 389.
  • Olsher, G. &Kantor, I. (2012). "Asking questions as a key strategy in guiding a novice teacher: A self-study, studying teacher education". A journal of self-study of teacher education practices. 8(2), 157-168.
  • Grudnoff, L. (2012). "All’s well? New Zealand beginning teachers’ experience of induction provision in their first six months in school". Professional Development in Education, 38(3), 471-485.
  • He, Y. & Cooper, J. (2011). "Struggles and strategies in teaching: voices of five novice secondary teachers". Teacher Education Quarterly, 38, 2, 97-116.
  • Helms-Lorenz, M., van de Grift, W. &Maulana, R. (2015): "Longitudinal effects of induction on teaching skills and attrition rates of beginning teachers". School Effectiveness and School Improvement: An International Journal of Research, Policy and Practice. 1-27. DOI: 10.1080/09243453.2015.10 35731.
  • Huberman, M. (1993). The lives of teachers. New York: Teachers College Press.
  • Lortie, D. (1975). Schoolteacher: A sociological perspective. Chicago: University of Chicago Press.
  • Milner, H. R. &Tenore, F. B. (2010). "Classroom management in diverse classrooms". Urban Education, 45 (5), 560-603.
  • Murray, J. & Male, T. (2005) Becoming a teacher educator: evidence from the field, Teaching and Teacher Education, 21 (2), 25-142.
  • Nolan, J. H., Jr., & Hoover, L. A. (2008). Teacher supervision and evaluation: Theory into practice (2nd ed.). Hoboken, NJ:Wiley& Sons.
  • Oshrat-Fink, Y. (2014). "From the campus to the classroom: a narrative theory of novice teachers’ transition processes". Reflective Practice: International and Multidisciplinary Perspectives, 15(6), 729-750.
  • Poom-Valickis, K. & Mathews, S. (2013). "Reflecting others and own practice: an analysis of novice teachers’ reflection skills". Reflective Practice: International and Multidisciplinary Perspectives, 14(3), 420-434.
  • Tonnsen, S. & Patterson, S. (1992). "Fighting the first-year jitters". The Executive Educator, 14(1), 29-30.
  • Veeman, S. (1984). "Perceived problems of beginning teachers". Review of Educational Research, 54(2), 143-178.
  • Wang, J., & Odell, S.J. (2002). "Mentored learning to teach according to standards-based reform: A critical overview". Review of Educational Research. 72(3), 481– 546.
  • Wanzare, Z. O. (2007). "The transition process: The early years of being a teacher". In T. Townsend & R. Bates (Eds.), Handbook of teacher education (pp. 343– 364). Dordrecht, The Netherlands: Springer.
There are 33 citations in total.

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Primary Language tr;en
Journal Section Makaleler
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Ayşegül Takkaç Tulgar This is me

Publication Date November 10, 2015
Published in Issue Year 2015 Volume: 19 Issue: 2

Cite

APA Takkaç Tulgar, A. (2015). Ben Okutman Oldum. Ama Danışmanım Nerde?. Atatürk Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 19(2), 209-220.

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