BibTex RIS Cite

ÖĞRETMEN GELİŞİMİ: STAJYER ÖĞRETMENLERİN DENEYİMLERİ

Year 2019, Volume: 20 Issue: 1, 268 - 281, 01.08.2019

Abstract

The present research aims to examine the views of probationary teachers during their experience in their first post of teaching particularly within the induction and mentoring scheme in Turkey. This research is based on the questionnaire responses of 28 participants who have been appointed as an English as a foreign language teacher probationary teacher and the replies gained from the semi-structured interviews with 7 of them. The findings of the study revealed that a meaningful induction program provides as a great opportunity for the probationary teacher’s adjustment to the profession not only in terms of both teaching practice but also meeting the required national standard of teaching performance. Another important finding is that the teacher evaluation factor of the induction program seems to constitute certain insecurities for the probationary teacher. Overall, it is possible to claim that the potential benefits of a meaningful induction scheme and constructivist mentoring all have a vital role in the growth and development of the probationary teacher which in return leads to continuing professional development, effective teaching and the enhancement of student learning

References

  • Anderson, E. M. ve Shannon, A. L. (1988). Towards a conceptualization of mentoring. Journal of Teacher Education, 39 (1), 38-42.
  • Ballantyne, R., Hansford, B. ve Packer, J. (1995). Mentoring beginning teachers: A qualitative analysis of process and outcomes. Educational Review, 47, 297-307.
  • Darling-Hammond, L., Berry, B. ve Thoreson, A. (2001). Does teacher certification matter? Evaluating the evidence. Educational Evaluation and Policy Analysis, 23, 57–77.
  • European Commission/EACEA/Eurydice (2018, September 17). Teaching careers in Europe: Access, progression and support. https://www.zrss.si/ups/wp-content/uploads/Teaching-Careers-in- Europe-Access-Progression-and-Support-2018.pdf., adresinden erişilmiştir.
  • Gökçe, E., ve Demirhan, C. (2005). Öğretmen adaylarının ve ilköğretim okullarında görev yapan uygulama öğretmenlerinin öğretmenlik uygulaması etkinliklerine ilişkin görüşleri, Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi, 38, 1, 43-71.
  • Gömleksiz, M. N., Mercin, L., Bulut I. ve Atan, U. (2006). The opinions of prospective teachers on school experience II course (Problems and Solutions). Eurasian Journal of Educational Research, 23, 148- 158.
  • Hangül, S. (2017). An evaluation of the new teacher induction program in Turkey through the eyes of beginning teachers. Journal of Education and Practice, 8(10), 191-201.
  • Hudson, P., Uşak, M. ve Savran-Gencer, A. (2010) Bench marking practices: A case study in Turkey. Eurasia Journal of Mathematics, Science and Technology Education, 6(4), 254-252.
  • Huling, L. ve Resta, V. (2001). Teacher mentoring as professional development. Washington, DC: ERIC Clearing house on Teaching and Teacher Education.
  • Kapucu, N. ve Palabıyık, H. (2008). Turkish public administration, from tradition to the modern age. Ankara: International Strategic Research Organization.
  • Kessels, C. (2010). The influence of induction programs on beginning teachers' well-being and professional development. Doctoral dissertation, Leiden University Graduate School of Teaching, Leiden, Holland.
  • Koç, E. M. (2011). Development of mentor teacher role inventory. European Journal of Teacher Education, 34(2), 193-208.
  • Kullman, J. (1998). Mentoring and the development of reflective practice: Concepts and context. System, 26(4), 471-484.
  • Long, J. (2009). Assisting beginning teachers and school communities to grow through extended and collaborative mentoring experiences. Mentoring and Tutoring: Partnership in Learning, 17(4), 317- 327.
  • MNE, (2015, September 17). Ministry of National Education-Turkey. http://ikgm.meb.gov.tr/www/mill- egitim-bakanligi-ogretmen-atama-ve-yer-degistirme-yonetmeligi-17042015-tarihli-ve-29329- sayili-resm-gazete-de-yayinlanarak-yururluge-girmistir/icerik/474., adresinden erişilmiştir.
  • O’Brien, J. ve Christie, F. (2005). Characteristics of support for beginning teachers: evidence from the new teacher induction scheme in Scotland. Mentoring and Tutoring: Partnership in Learning, 13(2), 189-203.
  • OECD, (2008, January 14). Teaching and learning international survey (TALIS). http://www.oecd.org/education/school/49846877.pdf., adresinden erişilmiştir.
  • OECD, (2010, January 14). Teachers’ professional development- europe in international comparison –an analysis of teachers’ professional development based on the OECD’S teaching and learning international survey (TALIS). http://ec.europa.eu/education/schooleducation/doc/talis/report_en.pdf., adresinden erişilmiştir.
  • OECD, (2014, September 22). TALIS 2013 results: An international perspective on teaching and learning. https://doi.org/10.1787/9789264196261-en., adresinden erişilmiştir.
  • Okan, Z., Yıldırım, R. (2004). Some reflections on learning from early school experience. International Journal of Educational Development, 24(6), 603-616.
  • Pekkanlı, İ. (2011). Mentor feedback for the professionalism of the teacher candidate. Languages for Specific Purposes in Theory and Practice. Ed. by Akbarov. Cambridge Scholar Pub. U.K., 92-102.
  • Sağ, R. (2008). The expectations of student teachers about cooperating teachers, supervisors, and practice schools. Eurasian Journal of Educational Research, 32, 117-132.
  • Yıldırım, M. C. (2012). A study on contribution of the basic training course to the professional development of probationary teachers. Educational Sciences: Theory and Practice, 12 (3), 1867- 1886.

ÖĞRETMEN GELİŞİMİ: STAJYER ÖĞRETMENLERİN DENEYİMLERİ

Year 2019, Volume: 20 Issue: 1, 268 - 281, 01.08.2019

Abstract

References

  • Anderson, E. M. ve Shannon, A. L. (1988). Towards a conceptualization of mentoring. Journal of Teacher Education, 39 (1), 38-42.
  • Ballantyne, R., Hansford, B. ve Packer, J. (1995). Mentoring beginning teachers: A qualitative analysis of process and outcomes. Educational Review, 47, 297-307.
  • Darling-Hammond, L., Berry, B. ve Thoreson, A. (2001). Does teacher certification matter? Evaluating the evidence. Educational Evaluation and Policy Analysis, 23, 57–77.
  • European Commission/EACEA/Eurydice (2018, September 17). Teaching careers in Europe: Access, progression and support. https://www.zrss.si/ups/wp-content/uploads/Teaching-Careers-in- Europe-Access-Progression-and-Support-2018.pdf., adresinden erişilmiştir.
  • Gökçe, E., ve Demirhan, C. (2005). Öğretmen adaylarının ve ilköğretim okullarında görev yapan uygulama öğretmenlerinin öğretmenlik uygulaması etkinliklerine ilişkin görüşleri, Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi, 38, 1, 43-71.
  • Gömleksiz, M. N., Mercin, L., Bulut I. ve Atan, U. (2006). The opinions of prospective teachers on school experience II course (Problems and Solutions). Eurasian Journal of Educational Research, 23, 148- 158.
  • Hangül, S. (2017). An evaluation of the new teacher induction program in Turkey through the eyes of beginning teachers. Journal of Education and Practice, 8(10), 191-201.
  • Hudson, P., Uşak, M. ve Savran-Gencer, A. (2010) Bench marking practices: A case study in Turkey. Eurasia Journal of Mathematics, Science and Technology Education, 6(4), 254-252.
  • Huling, L. ve Resta, V. (2001). Teacher mentoring as professional development. Washington, DC: ERIC Clearing house on Teaching and Teacher Education.
  • Kapucu, N. ve Palabıyık, H. (2008). Turkish public administration, from tradition to the modern age. Ankara: International Strategic Research Organization.
  • Kessels, C. (2010). The influence of induction programs on beginning teachers' well-being and professional development. Doctoral dissertation, Leiden University Graduate School of Teaching, Leiden, Holland.
  • Koç, E. M. (2011). Development of mentor teacher role inventory. European Journal of Teacher Education, 34(2), 193-208.
  • Kullman, J. (1998). Mentoring and the development of reflective practice: Concepts and context. System, 26(4), 471-484.
  • Long, J. (2009). Assisting beginning teachers and school communities to grow through extended and collaborative mentoring experiences. Mentoring and Tutoring: Partnership in Learning, 17(4), 317- 327.
  • MNE, (2015, September 17). Ministry of National Education-Turkey. http://ikgm.meb.gov.tr/www/mill- egitim-bakanligi-ogretmen-atama-ve-yer-degistirme-yonetmeligi-17042015-tarihli-ve-29329- sayili-resm-gazete-de-yayinlanarak-yururluge-girmistir/icerik/474., adresinden erişilmiştir.
  • O’Brien, J. ve Christie, F. (2005). Characteristics of support for beginning teachers: evidence from the new teacher induction scheme in Scotland. Mentoring and Tutoring: Partnership in Learning, 13(2), 189-203.
  • OECD, (2008, January 14). Teaching and learning international survey (TALIS). http://www.oecd.org/education/school/49846877.pdf., adresinden erişilmiştir.
  • OECD, (2010, January 14). Teachers’ professional development- europe in international comparison –an analysis of teachers’ professional development based on the OECD’S teaching and learning international survey (TALIS). http://ec.europa.eu/education/schooleducation/doc/talis/report_en.pdf., adresinden erişilmiştir.
  • OECD, (2014, September 22). TALIS 2013 results: An international perspective on teaching and learning. https://doi.org/10.1787/9789264196261-en., adresinden erişilmiştir.
  • Okan, Z., Yıldırım, R. (2004). Some reflections on learning from early school experience. International Journal of Educational Development, 24(6), 603-616.
  • Pekkanlı, İ. (2011). Mentor feedback for the professionalism of the teacher candidate. Languages for Specific Purposes in Theory and Practice. Ed. by Akbarov. Cambridge Scholar Pub. U.K., 92-102.
  • Sağ, R. (2008). The expectations of student teachers about cooperating teachers, supervisors, and practice schools. Eurasian Journal of Educational Research, 32, 117-132.
  • Yıldırım, M. C. (2012). A study on contribution of the basic training course to the professional development of probationary teachers. Educational Sciences: Theory and Practice, 12 (3), 1867- 1886.
There are 23 citations in total.

Details

Primary Language Turkish
Journal Section Research Article
Authors

İlknur Savaşkan This is me

Publication Date August 1, 2019
Published in Issue Year 2019 Volume: 20 Issue: 1

Cite

APA Savaşkan, İ. (2019). ÖĞRETMEN GELİŞİMİ: STAJYER ÖĞRETMENLERİN DENEYİMLERİ. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 20(1), 268-281. https://doi.org/10.29299/kefad.2018.20.01.009

2562219122   19121   19116   19117     19118       19119       19120     19124