Research Article
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Year 2019, Volume: 5 Issue: 2, 287 - 302, 31.07.2019
https://doi.org/10.32601/ejal.599262

Abstract

References

  • Akcan, S. (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.
  • Akcan, S., & Güngör, M.N. (2018). A workbook for prospective language teachers: challenges from diverse classroom contexts. Istanbul: Bogazici University.
  • Alsup, J. (2006). Teacher identity discourses. Mahwah, NJ: LEA.
  • Alsup, J. (2019). Millennial teacher identity discourses. New York, NY: Routledge.
  • Ben-Peretz, M., & Flores, M. A. (2018). Tensions and paradoxes in teaching: implications for teacher education. European Journal of Teacher Education, 41(2), 202-213.
  • Cochran-Smith, M. (2004). Editorial: The problem of teacher education. Journal of Teacher Education, 55(4), 295-299. http://dx.doi.org/10.1177/0022487104268057.
  • Cohen, J. L. (2010). Getting recognised: Teachers negotiating professional identities as learners through talk. Teaching and Teacher Education, 26(3), 473-481.
  • Coldron, J., & Smith, R. (1999). Active location in teachers' construction of their professional identities. Journal of Curriculum Studies, 31(6), 711-726.
  • Copland, F., Garton, S., & Burns, A. (2014). Challenges in teaching English to young learners: global perspectives and local realities. TESOL Quarterly, 48(4), 738-762.
  • Darling-Hammond, L. (2017). Teacher education around the world: what can we learn from international practice? European Journal of Teacher Education, 40(3), 291-309.
  • Fantilli, R. D., & McDougall, D. E. (2009). A study of novice teachers: challenges and supports in the first years. Teaching and Teacher Education, 25(6), 814-825.
  • Farrell, T.S. (2008). Critical incidents in ELT initial teacher training. ELT Journal, 62(1), 3-10.
  • Farrell, T. S. C. (2009). The novice teacher experience. In A. Burns & J. C. Richards (Eds.), The Cambridge Guide to Second Language Teacher Education (pp. 182-189). New York, NY: Cambridge University Press.
  • Farrell, T. S. C. (2012). Novice-service language teacher development: bridging the gap between pre-service and in-service education and development. TESOL Quarterly, 46(3), 435-449. http://dx.doi.org/10.1002/tesq.36.
  • Kizilaslan, I. (2012). Teaching in rural Turkey: pre-service teacher perspectives. European Journal of Teacher Education, 35(2), 243-254.
  • Kırkgöz, Y. (2014). Türkiye’de yabancı dil eğitim politikaları ve müfredat programı. In S. Akcan & Y. Bayyurt (Eds.), 3. Ulusal yabancı dil eğitim kurultayı: Türkiye’deki yabancı dil eğitimi üzerine görüş ve düşünceler, konferanstan seçkiler (pp. 45-59). Istanbul: Bogazici University.
  • Lister, P. G., & Crisp, B. R. (2007). Critical incident analyses: a practice learning tool for students and practitioners. Practice, 19(1), 47-60. Madalinska-Michalak, J., & Bavli, B. (2018). Challenges in teaching English as a foreign language at schools in Poland and Turkey. European Journal of Teacher Education, 41(5), 688-706.
  • Mann, S., & Tang, E.H.H. (2012). The role of mentoring in supporting novice English language teachers in Hong Kong. TESOL Quarterly, 46(3), 472-495.
  • Meristo, M., Ljalikova, A., & Löfström, E. (2013). Looking back on experienced teachers’ reflections: how did pre-service school practice support the development of self-efficacy? European Journal of Teacher Education, 36(4), 428-444.
  • Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. Sage.
  • Nias, J. (1996). Thinking about feeling: the emotions in teaching. Cambridge Journal of Education, 26(3), 293-306.
  • Nichols, S.L., Schutz, P.A., Rodgers, K., & Bilica, K. (2017). Early career teachers’ emotion and emerging teacher identities. Teachers and Teaching, 23(4), 406-421. DOI: 10.1080/13540602.2016.1211099
  • Orland-Barak, L., & Maskit, D. (2011). Novices ‘in story’: what first-year teachers’ narratives reveal about the shady corners of teaching. Teachers and Teaching, 17(4), 435-450, DOI: 10.1080/13540602.2011.580520
  • Patton, M. Q. (2002). Qualitative research and evaluation methods (3rd ed.). Thousand Oaks, CA: Sage.
  • Pillen, M., Beijaard, D., & Brok, P. (2013). Tensions in beginning teachers’ professional identity development, accompanying feelings and coping strategies. European Journal of Teacher Education, 36(3), 240-260. DOI: 10.1080/02619768.2012.696192
  • Richards, J. C., & Farrell, T. S. C. (2005). Professional development for language teachers: Strategies for teacher learning. Ernst Klett Sprachen.
  • Ruohotie-Lyhty, M., & Moate, J. (2016). Who and how? Preservice teachers as active agents developing professional identities. Teaching and Teacher Education, 55, 318-327.
  • Sisson, J. H. (2016). The significance of critical incidents and voice to identity and agency. Teachers and Teaching, 22(6), 670-682.
  • Tavil, Z. M., & Güngör, M. N. (2017). A sociocultural perspective on the development of Turkish pre-service teachers’ competences and qualifications. Pedagogy, Culture & Society, 25(2), 263-277.
  • Tripp, D. (1993). Critical incidents in teaching. London: Routledge.
  • Veenman, S. (1984). Perceived problems of beginning teachers. Review of Educational Research, 54(2), 143-178. http://dx.doi.org/10.3102/00346543054002143
  • Werbinska, D. (2011). The first year in the classroom: Crossing the Borderland from being a student to being a teacher. In M. Pawlak (Ed.) Extending the boundaries of research on second language learning and teaching. (pp.181-196). Heidelberg: Springer.

The Early Years of Teaching: A Cross-Cultural Study of Turkish and Polish Novice English Teachers

Year 2019, Volume: 5 Issue: 2, 287 - 302, 31.07.2019
https://doi.org/10.32601/ejal.599262

Abstract

Given
the importance of novice teacher experiences and their long-term effects in the
field, this cross-cultural exploratory study investigates the challenges of 34
novice Turkish and Polish English teachers and how they develop their
professional understanding in the early years of teaching. The participants
were non-native novice English teachers working with K-12 learners in
culturally, socially, economically and historically diverse regions of Turkey
and Poland. The data collected simultaneously in both countries in the spring
term of the 2016-17 academic year were generated from two sources: a) critical
incidents of the novice teachers, and b) online and/or oral interviews with
these teachers, followed by comprehensive cyclical data analysis. The
challenges related to pedagogical and sociocultural factors influenced the way
the teachers teach in their contexts. The findings suggest that creating
interactive and reflective learning contexts for novice teachers will help them
better adapt to their new school settings and develop professionally.

References

  • Akcan, S. (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.
  • Akcan, S., & Güngör, M.N. (2018). A workbook for prospective language teachers: challenges from diverse classroom contexts. Istanbul: Bogazici University.
  • Alsup, J. (2006). Teacher identity discourses. Mahwah, NJ: LEA.
  • Alsup, J. (2019). Millennial teacher identity discourses. New York, NY: Routledge.
  • Ben-Peretz, M., & Flores, M. A. (2018). Tensions and paradoxes in teaching: implications for teacher education. European Journal of Teacher Education, 41(2), 202-213.
  • Cochran-Smith, M. (2004). Editorial: The problem of teacher education. Journal of Teacher Education, 55(4), 295-299. http://dx.doi.org/10.1177/0022487104268057.
  • Cohen, J. L. (2010). Getting recognised: Teachers negotiating professional identities as learners through talk. Teaching and Teacher Education, 26(3), 473-481.
  • Coldron, J., & Smith, R. (1999). Active location in teachers' construction of their professional identities. Journal of Curriculum Studies, 31(6), 711-726.
  • Copland, F., Garton, S., & Burns, A. (2014). Challenges in teaching English to young learners: global perspectives and local realities. TESOL Quarterly, 48(4), 738-762.
  • Darling-Hammond, L. (2017). Teacher education around the world: what can we learn from international practice? European Journal of Teacher Education, 40(3), 291-309.
  • Fantilli, R. D., & McDougall, D. E. (2009). A study of novice teachers: challenges and supports in the first years. Teaching and Teacher Education, 25(6), 814-825.
  • Farrell, T.S. (2008). Critical incidents in ELT initial teacher training. ELT Journal, 62(1), 3-10.
  • Farrell, T. S. C. (2009). The novice teacher experience. In A. Burns & J. C. Richards (Eds.), The Cambridge Guide to Second Language Teacher Education (pp. 182-189). New York, NY: Cambridge University Press.
  • Farrell, T. S. C. (2012). Novice-service language teacher development: bridging the gap between pre-service and in-service education and development. TESOL Quarterly, 46(3), 435-449. http://dx.doi.org/10.1002/tesq.36.
  • Kizilaslan, I. (2012). Teaching in rural Turkey: pre-service teacher perspectives. European Journal of Teacher Education, 35(2), 243-254.
  • Kırkgöz, Y. (2014). Türkiye’de yabancı dil eğitim politikaları ve müfredat programı. In S. Akcan & Y. Bayyurt (Eds.), 3. Ulusal yabancı dil eğitim kurultayı: Türkiye’deki yabancı dil eğitimi üzerine görüş ve düşünceler, konferanstan seçkiler (pp. 45-59). Istanbul: Bogazici University.
  • Lister, P. G., & Crisp, B. R. (2007). Critical incident analyses: a practice learning tool for students and practitioners. Practice, 19(1), 47-60. Madalinska-Michalak, J., & Bavli, B. (2018). Challenges in teaching English as a foreign language at schools in Poland and Turkey. European Journal of Teacher Education, 41(5), 688-706.
  • Mann, S., & Tang, E.H.H. (2012). The role of mentoring in supporting novice English language teachers in Hong Kong. TESOL Quarterly, 46(3), 472-495.
  • Meristo, M., Ljalikova, A., & Löfström, E. (2013). Looking back on experienced teachers’ reflections: how did pre-service school practice support the development of self-efficacy? European Journal of Teacher Education, 36(4), 428-444.
  • Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. Sage.
  • Nias, J. (1996). Thinking about feeling: the emotions in teaching. Cambridge Journal of Education, 26(3), 293-306.
  • Nichols, S.L., Schutz, P.A., Rodgers, K., & Bilica, K. (2017). Early career teachers’ emotion and emerging teacher identities. Teachers and Teaching, 23(4), 406-421. DOI: 10.1080/13540602.2016.1211099
  • Orland-Barak, L., & Maskit, D. (2011). Novices ‘in story’: what first-year teachers’ narratives reveal about the shady corners of teaching. Teachers and Teaching, 17(4), 435-450, DOI: 10.1080/13540602.2011.580520
  • Patton, M. Q. (2002). Qualitative research and evaluation methods (3rd ed.). Thousand Oaks, CA: Sage.
  • Pillen, M., Beijaard, D., & Brok, P. (2013). Tensions in beginning teachers’ professional identity development, accompanying feelings and coping strategies. European Journal of Teacher Education, 36(3), 240-260. DOI: 10.1080/02619768.2012.696192
  • Richards, J. C., & Farrell, T. S. C. (2005). Professional development for language teachers: Strategies for teacher learning. Ernst Klett Sprachen.
  • Ruohotie-Lyhty, M., & Moate, J. (2016). Who and how? Preservice teachers as active agents developing professional identities. Teaching and Teacher Education, 55, 318-327.
  • Sisson, J. H. (2016). The significance of critical incidents and voice to identity and agency. Teachers and Teaching, 22(6), 670-682.
  • Tavil, Z. M., & Güngör, M. N. (2017). A sociocultural perspective on the development of Turkish pre-service teachers’ competences and qualifications. Pedagogy, Culture & Society, 25(2), 263-277.
  • Tripp, D. (1993). Critical incidents in teaching. London: Routledge.
  • Veenman, S. (1984). Perceived problems of beginning teachers. Review of Educational Research, 54(2), 143-178. http://dx.doi.org/10.3102/00346543054002143
  • Werbinska, D. (2011). The first year in the classroom: Crossing the Borderland from being a student to being a teacher. In M. Pawlak (Ed.) Extending the boundaries of research on second language learning and teaching. (pp.181-196). Heidelberg: Springer.
There are 32 citations in total.

Details

Primary Language English
Journal Section Articles
Authors

Müzeyyen Nazli Güngör

Sumru Akcan

Dorota Werbinska This is me

Malgorzata Ekiert This is me

Publication Date July 31, 2019
Published in Issue Year 2019 Volume: 5 Issue: 2

Cite

APA Güngör, M. N., Akcan, S., Werbinska, D., Ekiert, M. (2019). The Early Years of Teaching: A Cross-Cultural Study of Turkish and Polish Novice English Teachers. Eurasian Journal of Applied Linguistics, 5(2), 287-302. https://doi.org/10.32601/ejal.599262