Research Article
PDF Zotero Mendeley EndNote BibTex Cite

Göreve Yeni Başlayan Öğretmenlerin Yaşadıkları Güçlükler

Year 2021, Volume , Issue 51, 179 - 205, 14.01.2021
https://doi.org/10.9779/pauefd.684913

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.

References

  • Aitken, R., & Harford, J. (2011). Induction needs of a group of teachers at different career stages in a school in the Republic of Ireland: Challenges and expectations. Teaching and Teacher Education, 27(2), 350-356.
  • Alhija, F. N. A., & Fresko, B. (2010). Socialization of new teachers: Does induction matter?. Teaching and teacher education, 26(8), 1592-1597.
  • Aydın, İ. (2018). Teacher career cycles and teacher professional development. Journal of Human Sciences, 15(4), 2047-2065. Bakioğlu, A. (1996). Öğretmenlerin kariyer evreleri. II. Ulusal Eğitim Bilimleri Sempozyumu Bildiri Metinleri, M.U Atatürk Eğitim Fakültesi Yayınları.
  • Boakye, C., & Ampiah, J. G. (2017). Challenges and solutions: the experiences of newly qualified science teachers. SAGE Open, 7(2), 1-10.
  • Bondas, T., & Hall, E. O. (2007). Challenges in approaching metasynthesis research. Qualitative Health Research, 17(1), 113-121. Bullough, R. V. (1989). Teacher education and teacher reflectivity. Journal of Teacher Education, 40(2), 15-21.
  • Cantú, M., & Martínez, N. H. (2006). Problems faced by beginning teachers in private elementary schools: A comparative study between Spain and Mexico. Revista Electrónica de Investigación Educativa, 8(2), 1-16.
  • Caspersen, J., & Raaen, F. D. (2014). Novice teachers and how they cope. Teachers and Teaching, 20(2), 189-211.
  • Creswell, J. W. (2013). Nitel araştırma yöntemleri: Beş yaklaşıma göre nitel araştırma ve araştırma deseni. (M. Bütün; S. B. Demir, Çev. Ed.) Ankara: Siyasal Kitabevi.
  • Darling-Hammond, L. (2003). Keeping good teachers: Why it matters, what leaders can do. Educational leadership, 60(8), 6-13.
  • Dias-Lacy, S. L., & Guirguis, R. V. (2017). Challenges for New Teachers and Ways of Coping with Them. Journal of Education and Learning, 6(3), 265-272.
  • Dickson, M., Riddlebarger, J., Stringer, P., Tennant, L., & Kennetz, K. (2014). Challenges faced by Emirati novice teachers. Near and Middle Eastern Journal of Research in Education, 4, 1-10.
  • Dropkin, S., & Taylor, M. (1963). Perceived problems of beginning teachers and related factors. Journal of Teacher Education, 14(4), 384-390.
  • Ewing, R., & Manuel, J. (2005). Retaining quality early career teachers in the profession: New teacher narratives.
  • 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.
  • Feiman-Nemser, S. (2001). From preparation to practice: Designing a continuum to strengthen and sustain teaching. Teachers College Record, 103, 1013–1055.
  • Fetherston, T., & Lummis, G. (2012). Why Western Australian secondary teachers resign. Australian Journal of Teacher Education, 37(4), 1-20.
  • Fottland, H. (2004). Memories of a fledgling teacher: a beginning teacher's autobiography. Teachers and teaching, 10(6), 639-662.
  • Gaikhorst, L., Beishuizen, J., Roosenboom, B., & Volman, M. (2017). The challenges of beginning teachers in urban primary schools. European Journal of Teacher Education, 40(1), 46-61.
  • Ginns, I., Heirdsfield, A., Atweh, B., & Watters, J. J. (2001). Beginning teachers becoming professionals through action research. Educational Action Research, 9(1), 111–133.
  • Gömleksiz, M. N., Kan, A. Ü., Biçer, S., & Yetkiner, A. (2010). Mesleğe yeni başlayan sınıf öğretmenlerinin yaşadıkları zorluklarla öğretmen adaylarının yaşayabilecekleri zorluklara ilişkin algılarının karşılaştırılması. E-Journal of New World Sciences Academy, 5(3), 12-23.
  • Gujarati, J. (2012). A comprehensive induction system: A key to the retention of highly qualified teachers. In The Educational Forum (Vol. 76, No. 2, pp. 218-223). Taylor & Francis Group.
  • Gülay, A., & Altun, T. (2017). Göreve Yeni Başlayan Öğretmenlerin Yeterlik Algılarının ve Karşılaştıkları Sorunların Belirlenmesi. Dicle University Journal of Ziya Gokalp Education Faculty, 31, 738-749.
  • Hayes, D., & Chang, K. (2017). South Korean Novice English language teachers’ experience of ınduction into teaching. English Teaching, 72(1), 49-71.
  • Helms-Lorenz, M., Van de Grift, W., & Maulana, R. (2016). Longitudinal effects of induction on teaching skills and attrition rates of beginning teachers. School Effectiveness and School Improvement, 27(2), 178-204.
  • Hong, J. Y. (2012). Why do some beginning teachers leave the school, and others stay? Understanding teacher resilience through psychological lenses. Teachers and Teaching, 18(4), 417-440.
  • Huberman, M. A. (1989). The professional life cycle of teachers. Teachers College Record, 91(1), 31-57.
  • Ingersoll, R. M., & Strong, M. (2011). The impact of induction and mentoring programs for beginning teachers: A critical review of the research. Review of educational research, 81(2), 201-233.
  • Kelchtermans, G., & Ballet, K. (2002). The micropolitics of teacher induction. A narrative-biographical study on teacher socialisation. Teaching and teacher education, 18(1), 105-120.
  • Kelly, N., Reushle, S., Chakrabarty, S., & Kinnane, A. (2014). Beginning teacher support in Australia: Towards an online community to augment current support. Australian Journal of Teacher Education, 39(4), 68-82.
  • Konan, N., Celik, O. T., & Cetin, R. B. (2018). The Problem of delegating school heads in turkey: a meta synthesis study. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi (44), 92-113.
  • Kozikoğlu, İ., & Senemoğlu, N. (2018). Development of teachers’ professional engagement scale: A study on validity and reliability Öğretmenlik mesleğine adanmışlık ölçeğinin geliştirilmesi: Geçerlik ve güvenirlik çalışması. Journal of Human Sciences, 15(4), 2614-2625.
  • Korkmaz, İ., Akbaşlı, S., & Saban, A. (2004). Göreve yeni başlayan sınıf öğretmenlerinin karşılaştıkları güçlükler. Kuram ve Uygulamada Egitim Yönetimi Dergisi, 10(2), 266-277.
  • Kuzmic, J. (1994). A beginning teacher's search for meaning: Teacher socialization, organizational literacy, and empowerment. Teaching and teacher education, 10(1), 15-27.
  • Lam, B. H. (2014). Challenges beginning teachers face in Hong Kong. Schools, 11(1), 156-169.
  • Long, J. S., McKenzie-Robblee, S., Schaefer, L., Steeves, P., Wnuk, S., Pinnegar, E., & Clandinin, D. J. (2012). Literature review on induction and mentoring related to early career teacher attrition and retention. Mentoring & tutoring: partnership in learning, 20(1), 7-26.
  • Lortie, D. (1975). Schoolteacher: A sociological study. Chicago, IL: University of Chicago Press.
  • Löfström, E., & Eisenschmidt, E. (2009). Novice teachers' perspectives on mentoring: The case of the Estonian induction year. Teaching and Teacher Education, 25(5), 681-689.
  • Merriam, S. B. (2013). Nitel araştırma. Desen ve uygulama için bir rehber. (S. Turan, Çev. Ed.) Ankara: Nobel Akademik Yayıncılık.
  • Meristo, M., & Eisenschmidt, E. (2014). Novice teachers’ perceptions of school climate and self-efficacy. International Journal of Educational Research, 67, 1-10.
  • Mudzingwa, K., & Magudu, S. (2013). Idealism versus Realism: Expectations and Challenges of Beginning Teachers in Three Districts of Masvingo Province, Zimbabwe. Journal of Studies in Social Sciences, 3(1), 33-54.
  • McCann, T. M., & Johannessen, L. R. (2004). Why do new teachers cry?. The clearing house: a journal of educational strategies, issues and ideas, 77(4), 138-145.
  • Nieme, H. (2002) Active learning—a cultural change needed in teacher education and schools. Teaching and Teacher Education, 18(7), 763–780.
  • Noah Jr, P. D. (2017). A systematic approach to the qualitative meta-synthesis. Issues in Information Systems, 18(2), 196-205. Retrieved from http://www.iacis.org/iis/2017/2_iis_2017_196-205.pdf.
  • Noblit, G. W., & Hare, R. D. (1988). Meta-ethnography: Synthesizing qualitative studies. Sage Publications.
  • Önder, E. (2018). Prospective teacher training program according to prospective teachers’ opinions. Kuram ve Uygulamada Eğitim Yönetimi, 24(1), 143-189.
  • Öztürk, M. (2016). Köy ve kasabalarda görev yapan öğretmenlerin mesleğin ilk yılında yaşadıkları güçlükler. İlköğretim Online, 15(2), 378-390.
  • Ritchie, J. S., & Wilson, D. E. (1993). Dual apprenticeships: Subverting and supporting critical teaching. English Education, 25(2), 67-83.
  • Sandelowski, M., Barroso, J., & Voils, C. I. (2007). Using qualitative metasummary to synthesize qualitative and quantitative descriptive findings. Research in nursing & health, 30(1), 99-111. https://doi.org/10.1002/nur.20176.
  • Sandelowski, M., Docherty, S., & Emden, C. (1997). Focus on qualitative methods Qualitative metasynthesis: issues and techniques. Research in nursing and health, 20, 365-372.
  • Sandlin, R. A., Young, B. L., & Karge, B. D. (1993). Regularly and alternatively credentialed beginning teachers: Comparison and contrast of their development. Action in teacher Education, 14(4), 16-23.
  • Schuck, S., Aubusson, P., Buchanan, J., & Russell, T. (2012). Beginning teaching: Stories from the classroom. Springer Science & Business Media.
  • Smith, H. P. (1950). Study of the problems of beginning teachers. Educational Administration and Supervision, 36, 257-264.
  • Smith, T. M., & Ingersoll, R. M. (2004). What are the effects of induction and mentoring on beginning teacher turnover?. American educational research journal, 41(3), 681-714.
  • Stout, J. B. (1952). Deficiencies of beginning teachers. Journal of Teacher Education, 3(1), 43-46.
  • Temiz, Z. (2017). Yeni Okul Öncesi Öğretmenlerinin Yaşadıkları Zorluklar ve Öğretmen Adaylarının Kaygıları. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 13(3), 871-885.
  • Tyack, D. (1974). The one best system. Cambridge, MA: Harvard University Press.
  • Ulubey, Ö. (2018). Evaluation of novice teacher training program. H. U. Journal of Education, 33(2), 480-502.
  • Ulvik, M., Smith, K., & Helleve, I. (2009). Novice in secondary school–the coin has two sides. Teaching and teacher education, 25(6), 835-842.
  • Valeeva, R., Baklashova, T., & Latypova, L. (2018). Management of Novice Teachers' Induction to the Profession: Modernization of the Russian School Methodological System. Journal of e-Learning and Knowledge Society, 14(2), 39-50.
  • Varah, L. J., Theune, W. S., & Parker, L. (1986). Beginning teachers: Sink or swim?. Journal of Teacher Education, 37(1), 30-34.
  • Veenman, S. (1984). Perceived problems of beginning teachers. Review of educational research, 54(2), 143-178.
  • Vonk, J. (1989). Becoming a teacher, brace yourself. Unpublished paper. Vrije University, Amsterdam.
  • Weed, M. (2005). "Meta interpretation": A method for the interpretive synthesis of qualitative research. Forum: Qualitative Social Research, 6(1), 1-21.http://dx.doi.org/10.17169/fqs-6.1.508.
  • Zetlin, A., MacLeod, E., & Kimm, C. (2012). Beginning teacher challenges instructing students who are in foster care. Remedial and Special Education, 33(1), 4-13.

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

Year 2021, Volume , Issue 51, 179 - 205, 14.01.2021
https://doi.org/10.9779/pauefd.684913

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.

References

  • Aitken, R., & Harford, J. (2011). Induction needs of a group of teachers at different career stages in a school in the Republic of Ireland: Challenges and expectations. Teaching and Teacher Education, 27(2), 350-356.
  • Alhija, F. N. A., & Fresko, B. (2010). Socialization of new teachers: Does induction matter?. Teaching and teacher education, 26(8), 1592-1597.
  • Aydın, İ. (2018). Teacher career cycles and teacher professional development. Journal of Human Sciences, 15(4), 2047-2065. Bakioğlu, A. (1996). Öğretmenlerin kariyer evreleri. II. Ulusal Eğitim Bilimleri Sempozyumu Bildiri Metinleri, M.U Atatürk Eğitim Fakültesi Yayınları.
  • Boakye, C., & Ampiah, J. G. (2017). Challenges and solutions: the experiences of newly qualified science teachers. SAGE Open, 7(2), 1-10.
  • Bondas, T., & Hall, E. O. (2007). Challenges in approaching metasynthesis research. Qualitative Health Research, 17(1), 113-121. Bullough, R. V. (1989). Teacher education and teacher reflectivity. Journal of Teacher Education, 40(2), 15-21.
  • Cantú, M., & Martínez, N. H. (2006). Problems faced by beginning teachers in private elementary schools: A comparative study between Spain and Mexico. Revista Electrónica de Investigación Educativa, 8(2), 1-16.
  • Caspersen, J., & Raaen, F. D. (2014). Novice teachers and how they cope. Teachers and Teaching, 20(2), 189-211.
  • Creswell, J. W. (2013). Nitel araştırma yöntemleri: Beş yaklaşıma göre nitel araştırma ve araştırma deseni. (M. Bütün; S. B. Demir, Çev. Ed.) Ankara: Siyasal Kitabevi.
  • Darling-Hammond, L. (2003). Keeping good teachers: Why it matters, what leaders can do. Educational leadership, 60(8), 6-13.
  • Dias-Lacy, S. L., & Guirguis, R. V. (2017). Challenges for New Teachers and Ways of Coping with Them. Journal of Education and Learning, 6(3), 265-272.
  • Dickson, M., Riddlebarger, J., Stringer, P., Tennant, L., & Kennetz, K. (2014). Challenges faced by Emirati novice teachers. Near and Middle Eastern Journal of Research in Education, 4, 1-10.
  • Dropkin, S., & Taylor, M. (1963). Perceived problems of beginning teachers and related factors. Journal of Teacher Education, 14(4), 384-390.
  • Ewing, R., & Manuel, J. (2005). Retaining quality early career teachers in the profession: New teacher narratives.
  • 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.
  • Feiman-Nemser, S. (2001). From preparation to practice: Designing a continuum to strengthen and sustain teaching. Teachers College Record, 103, 1013–1055.
  • Fetherston, T., & Lummis, G. (2012). Why Western Australian secondary teachers resign. Australian Journal of Teacher Education, 37(4), 1-20.
  • Fottland, H. (2004). Memories of a fledgling teacher: a beginning teacher's autobiography. Teachers and teaching, 10(6), 639-662.
  • Gaikhorst, L., Beishuizen, J., Roosenboom, B., & Volman, M. (2017). The challenges of beginning teachers in urban primary schools. European Journal of Teacher Education, 40(1), 46-61.
  • Ginns, I., Heirdsfield, A., Atweh, B., & Watters, J. J. (2001). Beginning teachers becoming professionals through action research. Educational Action Research, 9(1), 111–133.
  • Gömleksiz, M. N., Kan, A. Ü., Biçer, S., & Yetkiner, A. (2010). Mesleğe yeni başlayan sınıf öğretmenlerinin yaşadıkları zorluklarla öğretmen adaylarının yaşayabilecekleri zorluklara ilişkin algılarının karşılaştırılması. E-Journal of New World Sciences Academy, 5(3), 12-23.
  • Gujarati, J. (2012). A comprehensive induction system: A key to the retention of highly qualified teachers. In The Educational Forum (Vol. 76, No. 2, pp. 218-223). Taylor & Francis Group.
  • Gülay, A., & Altun, T. (2017). Göreve Yeni Başlayan Öğretmenlerin Yeterlik Algılarının ve Karşılaştıkları Sorunların Belirlenmesi. Dicle University Journal of Ziya Gokalp Education Faculty, 31, 738-749.
  • Hayes, D., & Chang, K. (2017). South Korean Novice English language teachers’ experience of ınduction into teaching. English Teaching, 72(1), 49-71.
  • Helms-Lorenz, M., Van de Grift, W., & Maulana, R. (2016). Longitudinal effects of induction on teaching skills and attrition rates of beginning teachers. School Effectiveness and School Improvement, 27(2), 178-204.
  • Hong, J. Y. (2012). Why do some beginning teachers leave the school, and others stay? Understanding teacher resilience through psychological lenses. Teachers and Teaching, 18(4), 417-440.
  • Huberman, M. A. (1989). The professional life cycle of teachers. Teachers College Record, 91(1), 31-57.
  • Ingersoll, R. M., & Strong, M. (2011). The impact of induction and mentoring programs for beginning teachers: A critical review of the research. Review of educational research, 81(2), 201-233.
  • Kelchtermans, G., & Ballet, K. (2002). The micropolitics of teacher induction. A narrative-biographical study on teacher socialisation. Teaching and teacher education, 18(1), 105-120.
  • Kelly, N., Reushle, S., Chakrabarty, S., & Kinnane, A. (2014). Beginning teacher support in Australia: Towards an online community to augment current support. Australian Journal of Teacher Education, 39(4), 68-82.
  • Konan, N., Celik, O. T., & Cetin, R. B. (2018). The Problem of delegating school heads in turkey: a meta synthesis study. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi (44), 92-113.
  • Kozikoğlu, İ., & Senemoğlu, N. (2018). Development of teachers’ professional engagement scale: A study on validity and reliability Öğretmenlik mesleğine adanmışlık ölçeğinin geliştirilmesi: Geçerlik ve güvenirlik çalışması. Journal of Human Sciences, 15(4), 2614-2625.
  • Korkmaz, İ., Akbaşlı, S., & Saban, A. (2004). Göreve yeni başlayan sınıf öğretmenlerinin karşılaştıkları güçlükler. Kuram ve Uygulamada Egitim Yönetimi Dergisi, 10(2), 266-277.
  • Kuzmic, J. (1994). A beginning teacher's search for meaning: Teacher socialization, organizational literacy, and empowerment. Teaching and teacher education, 10(1), 15-27.
  • Lam, B. H. (2014). Challenges beginning teachers face in Hong Kong. Schools, 11(1), 156-169.
  • Long, J. S., McKenzie-Robblee, S., Schaefer, L., Steeves, P., Wnuk, S., Pinnegar, E., & Clandinin, D. J. (2012). Literature review on induction and mentoring related to early career teacher attrition and retention. Mentoring & tutoring: partnership in learning, 20(1), 7-26.
  • Lortie, D. (1975). Schoolteacher: A sociological study. Chicago, IL: University of Chicago Press.
  • Löfström, E., & Eisenschmidt, E. (2009). Novice teachers' perspectives on mentoring: The case of the Estonian induction year. Teaching and Teacher Education, 25(5), 681-689.
  • Merriam, S. B. (2013). Nitel araştırma. Desen ve uygulama için bir rehber. (S. Turan, Çev. Ed.) Ankara: Nobel Akademik Yayıncılık.
  • Meristo, M., & Eisenschmidt, E. (2014). Novice teachers’ perceptions of school climate and self-efficacy. International Journal of Educational Research, 67, 1-10.
  • Mudzingwa, K., & Magudu, S. (2013). Idealism versus Realism: Expectations and Challenges of Beginning Teachers in Three Districts of Masvingo Province, Zimbabwe. Journal of Studies in Social Sciences, 3(1), 33-54.
  • McCann, T. M., & Johannessen, L. R. (2004). Why do new teachers cry?. The clearing house: a journal of educational strategies, issues and ideas, 77(4), 138-145.
  • Nieme, H. (2002) Active learning—a cultural change needed in teacher education and schools. Teaching and Teacher Education, 18(7), 763–780.
  • Noah Jr, P. D. (2017). A systematic approach to the qualitative meta-synthesis. Issues in Information Systems, 18(2), 196-205. Retrieved from http://www.iacis.org/iis/2017/2_iis_2017_196-205.pdf.
  • Noblit, G. W., & Hare, R. D. (1988). Meta-ethnography: Synthesizing qualitative studies. Sage Publications.
  • Önder, E. (2018). Prospective teacher training program according to prospective teachers’ opinions. Kuram ve Uygulamada Eğitim Yönetimi, 24(1), 143-189.
  • Öztürk, M. (2016). Köy ve kasabalarda görev yapan öğretmenlerin mesleğin ilk yılında yaşadıkları güçlükler. İlköğretim Online, 15(2), 378-390.
  • Ritchie, J. S., & Wilson, D. E. (1993). Dual apprenticeships: Subverting and supporting critical teaching. English Education, 25(2), 67-83.
  • Sandelowski, M., Barroso, J., & Voils, C. I. (2007). Using qualitative metasummary to synthesize qualitative and quantitative descriptive findings. Research in nursing & health, 30(1), 99-111. https://doi.org/10.1002/nur.20176.
  • Sandelowski, M., Docherty, S., & Emden, C. (1997). Focus on qualitative methods Qualitative metasynthesis: issues and techniques. Research in nursing and health, 20, 365-372.
  • Sandlin, R. A., Young, B. L., & Karge, B. D. (1993). Regularly and alternatively credentialed beginning teachers: Comparison and contrast of their development. Action in teacher Education, 14(4), 16-23.
  • Schuck, S., Aubusson, P., Buchanan, J., & Russell, T. (2012). Beginning teaching: Stories from the classroom. Springer Science & Business Media.
  • Smith, H. P. (1950). Study of the problems of beginning teachers. Educational Administration and Supervision, 36, 257-264.
  • Smith, T. M., & Ingersoll, R. M. (2004). What are the effects of induction and mentoring on beginning teacher turnover?. American educational research journal, 41(3), 681-714.
  • Stout, J. B. (1952). Deficiencies of beginning teachers. Journal of Teacher Education, 3(1), 43-46.
  • Temiz, Z. (2017). Yeni Okul Öncesi Öğretmenlerinin Yaşadıkları Zorluklar ve Öğretmen Adaylarının Kaygıları. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 13(3), 871-885.
  • Tyack, D. (1974). The one best system. Cambridge, MA: Harvard University Press.
  • Ulubey, Ö. (2018). Evaluation of novice teacher training program. H. U. Journal of Education, 33(2), 480-502.
  • Ulvik, M., Smith, K., & Helleve, I. (2009). Novice in secondary school–the coin has two sides. Teaching and teacher education, 25(6), 835-842.
  • Valeeva, R., Baklashova, T., & Latypova, L. (2018). Management of Novice Teachers' Induction to the Profession: Modernization of the Russian School Methodological System. Journal of e-Learning and Knowledge Society, 14(2), 39-50.
  • Varah, L. J., Theune, W. S., & Parker, L. (1986). Beginning teachers: Sink or swim?. Journal of Teacher Education, 37(1), 30-34.
  • Veenman, S. (1984). Perceived problems of beginning teachers. Review of educational research, 54(2), 143-178.
  • Vonk, J. (1989). Becoming a teacher, brace yourself. Unpublished paper. Vrije University, Amsterdam.
  • Weed, M. (2005). "Meta interpretation": A method for the interpretive synthesis of qualitative research. Forum: Qualitative Social Research, 6(1), 1-21.http://dx.doi.org/10.17169/fqs-6.1.508.
  • Zetlin, A., MacLeod, E., & Kimm, C. (2012). Beginning teacher challenges instructing students who are in foster care. Remedial and Special Education, 33(1), 4-13.

Details

Primary Language English
Subjects Social
Journal Section Articles
Authors

Osman Tayyar ÇELİK
PAMUKKALE ÜNİVERSİTESİ
0000-0003-3951-7261
Türkiye


Ümit KAHRAMAN (Primary Author)
PAMUKKALE ÜNİVERSİTESİ
0000-0002-4547-6753
Türkiye

Publication Date January 14, 2021
Application Date February 5, 2020
Acceptance Date May 2, 2020
Published in Issue Year 2021, Volume , Issue 51

Cite

Bibtex @research article { pauefd684913, journal = {Pamukkale Üniversitesi Eğitim Fakültesi Dergisi}, issn = {1301-0085}, eissn = {1309-0275}, address = {}, publisher = {Pamukkale University}, year = {2021}, volume = {}, pages = {179 - 205}, doi = {10.9779/pauefd.684913}, title = {The Challenges of Beginning Teachers Experience In The Early Years of Teaching}, key = {cite}, author = {Çelik, Osman Tayyar and Kahraman, Ümit} }
APA Çelik, O. T. & Kahraman, Ü. (2021). The Challenges of Beginning Teachers Experience In The Early Years of Teaching . Pamukkale Üniversitesi Eğitim Fakültesi Dergisi , (51) , 179-205 . DOI: 10.9779/pauefd.684913
MLA Çelik, O. T. , Kahraman, Ü. "The Challenges of Beginning Teachers Experience In The Early Years of Teaching" . Pamukkale Üniversitesi Eğitim Fakültesi Dergisi (2021 ): 179-205 <https://dergipark.org.tr/en/pub/pauefd/issue/59755/684913>
Chicago Çelik, O. T. , Kahraman, Ü. "The Challenges of Beginning Teachers Experience In The Early Years of Teaching". Pamukkale Üniversitesi Eğitim Fakültesi Dergisi (2021 ): 179-205
RIS TY - JOUR T1 - The Challenges of Beginning Teachers Experience In The Early Years of Teaching AU - Osman Tayyar Çelik , Ümit Kahraman Y1 - 2021 PY - 2021 N1 - doi: 10.9779/pauefd.684913 DO - 10.9779/pauefd.684913 T2 - Pamukkale Üniversitesi Eğitim Fakültesi Dergisi JF - Journal JO - JOR SP - 179 EP - 205 VL - IS - 51 SN - 1301-0085-1309-0275 M3 - doi: 10.9779/pauefd.684913 UR - https://doi.org/10.9779/pauefd.684913 Y2 - 2020 ER -
EndNote %0 Pamukkale University Journal of Education The Challenges of Beginning Teachers Experience In The Early Years of Teaching %A Osman Tayyar Çelik , Ümit Kahraman %T The Challenges of Beginning Teachers Experience In The Early Years of Teaching %D 2021 %J Pamukkale Üniversitesi Eğitim Fakültesi Dergisi %P 1301-0085-1309-0275 %V %N 51 %R doi: 10.9779/pauefd.684913 %U 10.9779/pauefd.684913
ISNAD Çelik, Osman Tayyar , Kahraman, Ümit . "The Challenges of Beginning Teachers Experience In The Early Years of Teaching". Pamukkale Üniversitesi Eğitim Fakültesi Dergisi / 51 (January 2021): 179-205 . https://doi.org/10.9779/pauefd.684913
AMA Çelik O. T. , Kahraman Ü. The Challenges of Beginning Teachers Experience In The Early Years of Teaching. PUJE. 2021; (51): 179-205.
Vancouver Çelik O. T. , Kahraman Ü. The Challenges of Beginning Teachers Experience In The Early Years of Teaching. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi. 2021; (51): 179-205.
IEEE O. T. Çelik and Ü. Kahraman , "The Challenges of Beginning Teachers Experience In The Early Years of Teaching", Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, no. 51, pp. 179-205, Jan. 2021, doi:10.9779/pauefd.684913

..........................