Teacher Agency of Novice Teachers: A Scoping Review

Year 2024, Volume: 12 Issue: 1, 190 - 218, 24.06.2024

Şaban Höl

https://doi.org/10.52826/mcbuefd.1361625

Abstract

Global policies, accountability standards, and various challenges in education around the world have a negative impact on the professional lives of novice teachers. Teacher agency has gained attention as a popular topic that offers different, new perspectives for teachers' professional development and efforts to improve the quality of education. The present study aims to examines the agency of novice teachers. For this purpose, the distribution of the compiled studies by years, countries, research method, sample size, experience level, and subject was examined. It also examined the barriers to novice teachers' agency and the findings of studies focusing on novice teacher agency. In order to identify the relevant peer-reviewed studies in the literature for scoping, research was conducted in the Web of Science, ERIC, Scopus, PsychINFO, and MEDLINE databases. The studies obtained from the databases were accessed in 53 studies using PRISMA research methodology. The study was prepared according to the stages of the scoping review methodology created by Hilary Arksey and Lisa O'Malley. As a result, the conditions affecting the agency of novice teachers were evaluated from teacher education, school context, and policy perspectives, and recommendations were made to researchers, teacher educators, and policymakers.

Keywords

Teacher Agency, Beginner Teacher, Early Career Teacher, Novice Teacher, Scoping Review

Acemi Öğretmenlerin Etkenliği: Kapsam Belirleme İncelemesi

Abstract

Dünya genelinde eğitimde egemen olan küresel politikalar, hesap verilebilirlik standartları ve çeşitli zorluklar acemi öğretmenlerin mesleki hayatını olumsuz etkilemektedir. Etken öğretmenlik, öğretmenlerin mesleki gelişimleri ve eğitimde kaliteyi artırma çabaları için farklı, yeni perspektifler sunan, popüler bir konu olarak dikkat çekmektedir. Bu çalışmanın amacı, acemi öğretmenlerin etkenliklerinin inceleyen bir kapsam belirleme çalışmasıdır. Bu amaçla derlenen çalışmaların yıllara, ülkelere, araştırma yöntemine, örneklem büyüklüğüne, deneyim düzeyine ve konuya göre dağılımı incelenmektedir. Aynı zamanda acemi öğretmenlerin eylemliliği önündeki engelleri ve acemi öğretmen eylemliliğine odaklanan çalışmaların bulgularını da incelenmektedir. Kapsam belirlemeye yönelik literatürde var olan ilgili hakemli çalışmaların belirlenmesi için Web of Science, ERIC, Scopus, Psych INFO, MEDLINE veri tabanlarından araştırma yapılmıştır. Veri tabanlarından elde edilen çalışmalar PRISMA araştırma metodolojisi kullanılarak 53 çalışmaya ulaşılmıştır. Çalışma Hilary Arksey ve Lisa O'Malley’in oluşturduğu kapsam belirleme inceleme metodolojisi aşamalarına göre hazırlanmıştır. Sonuç olarak acemi öğretmenlerin etkenliklerini etkileyen durumlar öğretmen eğitimi, okul bağlamı ve politik açıdan değerlendirilmiş, araştırmacılara, öğretmen eğitimcilerine ve politikacılara önerilerde bulunulmuştur.

Keywords

Öğretmen Etkenliği, Yeni Başlayan Öğretmen, Erken Kariyer Öğretmeni, Acemi Öğretmen, Kapsam Belirleme İncelemesi

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