Göreve Yeni Başlayan Öğretmenlerin Yaşadıkları Güçlükler

Year 2021, Issue: 51, 179 - 205, 14.01.2021

Osman Tayyar Çelik , Ümit Kahraman

https://doi.org/10.9779/pauefd.684913

Cited By: 3

Abstract

Öğretmenlik mesleğinin ilk yılları, öğretmenlerin hem öğretim yaptığı hem de öğretmeyi öğrenmeye çalıştığı bir dönem olup aynı zamanda nasıl bir öğretmen olacaklarını da etkileyen önemli bir kariyer aşamasıdır. Bu kapsamda mesleğin ilk yıllarında karşılaşılan sorunlar üzerine uluslararası literatürde farklı ülkelerde yapılmış birçok nitel ve nicel araştırma bulunmaktadır. Bu araştırma, göreve yeni başlayan öğretmenlerin karşılaştıkları sorunları konu edinen nitel araştırma sonuçlarını bir araya getirerek sentezleyen bir meta sentez çalışmasıdır. Meta-senteze 11 farklı ülkeden 14 çalışma dâhil edilmiştir. Analizler sonucunda ilk olarak altı tema belirlenmiştir. Bunlar; resmi politikalar ve okuldaki uygulamalar, sosyal ilişkiler, öğretim uygulamaları, destek, bireysel faktörler, okul ve çevreye uyumudur. Sonraki aşamada ikinci düzey bir soyutlama yapılarak sentezler ortaya konmuştur. Bunlar; 1) teori ve uygulama uyumsuzluğu, 2) okul ve çevre bağlamı, 3) bireysel faktörlerin ve bağlamsal koşulların etkileşimidir. Araştırmada elde edilen temalar sorun alanlarını ifade ederken sentezler sorunların kaynağına ışık tutmaktadır. Son olarak belirlenen tema ve sentezler çerçevesinde öğretmenlerin mesleğin ilk yıllarında karşılaştıkları sorunlara yönelik geliştirilecek politika ve uygulamalara ilişkin önerilere yer verilmiştir.

Keywords

aday öğretmenler, , mesleğe yeni başlayan öğretmenler, , öğretmenliğin ilk yılları, , gerçeklik şoku, , uygulama şoku

The Challenges of Beginning Teachers Experience In The Early Years of Teaching

Abstract

The early years of the teaching profession is a period in which the teachers both begin teaching and learn how to teach and an important career step that affects their way of teaching. In this context, there are plenty of qualitative and quantitative studies conducted in different countries in the international literature on the challenges encountered in the teaching profession's early years. This research is a meta-synthesis study that synthesizes the research results discussing the challenges encountered by newly appointed teachers. Fourteen studies conducted in 11 different countries were included in the meta-synthesis. Six themes were first identified as a result of the analyzes: these are official policies and school practices, social relations, teaching practices, support, individual factors, and school-environment adaptation. In the next step, a second-level of abstraction was performed to set forth the syntheses. These are as follows: 1) mismatch between theory and practice, 2) school-environment context and 3) interaction between individual factors and contextual conditions. While the themes obtained in the research express the problem areas, the syntheses shed light on the problems' sources. Within the framework of the determining themes and syntheses, suggestions have consequently been made about the policies and practices to be developed for the challenges that the teachers may encounter in the early years of the profession.

Keywords

Novice teacher, beginning teacher, first years of teaching, , reality schock, praxis schock

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