Öğretmenlerin Gerçeklik Şokunu Anlamak: Sistematik Bir Bibliyometrik İnceleme

Abstract

Bu çalışma, kariyerlerinin ilk yıllarında yeni öğretmenlerin karşılaştıkları zorlukları kapsayan Öğretmen Gerçeklik Şoku (ÖGŞ) hakkındaki akademik literatürü bibliyometrik analiz yaklaşımı kullanarak incelemeyi amaçlamıştır. Bu amaca ulaşmak için, Web of Science veri tabanından "gerçeklik şoku" ve "öğretmen" anahtar kelimelerinin aramasıyla ulaşılan toplam 59 akademik çalışma, performans analizi ve bilimsel haritalama teknikleri kullanılarak analiz edilmiştir. Bulgular, ÖGŞ araştırmalarına olan akademik ilginin 1987 ile 2024 yılları arasında istikrarlı bir şekilde arttığını ve 2011'den sonra belirgin bir yükseliş eğiliminin olduğunu göstermiştir. Literatürde en sık atıfta bulunulan temalar arasında "yeni başlayan öğretmenler", "iş tatmini", "tükenmişlik", "öz yeterlilik" ve "mesleki sosyalleşme" yer almaktadır. Ayrıca, sonuçlar ABD ve Almanya'nın ÖGŞ konusunda bilimsel üretimde lider olduğunu, Türkiye'nin ise son yıllarda artan akademik ilgisine rağmen uluslararası literatürde henüz güçlü bir konum elde edemediğini ortaya koymuştur. Ayrıca, mevcut araştırmalar öncelikli olarak bireysel ve örgütsel faktörlere yoğunlaşmış olup, öğretmenlerin öz yeterlilik algılarını, mesleki deneyimlerini ve farklı ülkelerdeki ÖGŞ'in kültürler arası karşılaştırmalarını inceleyen çalışmalarda önemli boşluklar ortaya koymuştur. Bunun ışığında, ÖGŞ ile ilgili disiplinler arası araştırmaların yapılmasının teşvik edilmesi ve öğretmenlerin mesleki yaşamlarına uyum sağlamalarına yardımcı olmak için destek programlarının geliştirilmesi önerilmektedir. Bu çalışma, ÖĞŞ'i öğretmen yetiştirme politikalarına ve eğitim çerçevelerine sistematik olarak entegre etmenin, kariyerlerinin başındaki öğretmenlere yönelik desteği artırmanın ve mesleki gelişimlerini teşvik etmenin gerekliliği konusunda değerli içgörüler sunmaktadır.

Keywords

• Öğretmen Gerçeklik Şoku
• Başlangıç ​​Öğretmenleri
• Kariyerinin Başındaki Öğretmenler
• Eğitimde Bibliyometrik Analiz

Understanding Teacher Reality Shock: A Systematic Bibliometric Review

Abstract

This study aimed to examine the academic literature on Teacher Reality Shock (TRS), which encompasses the challenges that novice teachers face in the early years of their careers, using a bibliometric analysis approach. To achieve this goal, a total of 59 academic studies retrieved from the Web of Science database through a keyword search for "reality shock" and "teacher" were analyzed using performance analysis and scientific mapping techniques. The findings indicated that academic interest in TRS research has steadily increased between 1987 and 2024, with a significant upward trend emerging after 2011. The most frequently cited themes in the literature include beginning teachers, job satisfaction, burnout, self-efficacy, and occupational socialization. Additionally, the results revealed that the United States and Germany lead in scientific production on TRS, while Turkey, despite its growing academic interest in recent years, has yet to establish a strong position in the international literature. Furthermore, existing research has primarily concentrated on individual and organizational factors, revealing significant gaps in studies that examine teachers' perceptions of self-efficacy, their professional experiences, and cross-cultural comparisons of TRS across different countries. In light of this, it is recommended that interdisciplinary research be encouraged and support programs be developed to help teachers adapt to their professional lives. This study offers valuable insights into the necessity of systematically integrating TRS into teacher training policies and educational frameworks, enhancing support for early-career teachers and promoting their professional development.

Keywords

• Teacher Reality Shock
• Beginning Teachers
• Early-Career Teachers
• Bibliometric Analysis in Education

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