THE ROLE OF INDUCTION PROGRAM IN NEWLY RECRUITED TEACHERS’ ADAPTATION TO A NEW TEACHING ENVIRONMENT: A CASE FROM ANADOLU UNIVERSITY
Yıl 2018,
Cilt: 17 Sayı: 67, 1092 - 1108, 20.07.2018
Sercan Sağlam
,
Bülent Alan
Öz
Induction for newly recruited teachers is considered an important phase
of professional development of in-service teachers. Carefully planned and
implemented induction can act as a bridge between pre-service and in-service
teacher education and foster the effective identity formation of newly
recruited teachers. This descriptive study explores the effectiveness of an
induction program designed for newly recruited teachers. The data for the study
comes from semi-structured interviews with the participants, exploring
different components of induction and how useful these components were
perceived by the participants. The participants were generally content with all
components of the induction and expressed positive views regarding the
induction.
Kaynakça
- Author, (2003).
Author, (2015).
- Achinstein, B., & Barret, A. (2004). (Re)Framing classroom contexts: How new teachers and mentors view diverse learners and challenges of practice. Teachers College Record, 106 (4), 716-746.
- Bailey, M.K., Curtis. A. & David, N. (2001). Pursuing professional development: The self as source. Boston. Heinle.
- Britton, E., Paine, L., Pimm, D., & Raizen, S. (Eds.) (2003). Comprehensive teacher induction. Dordrecht, Boston, London: Kluwer Academic Publishers.
- Bullock, S. M. (2011). Inside teacher education: Challenging prior views of teaching and learning. Sense Publishers: Rotterdam.
- Borg, S. (2006). Teacher cognition and teacher education: research and practice. London: Continuum.
- Darling-Hammond, L. (2006) Powerful Teacher Education: Lessons from Exemplary Programs. San Francisco: Jossey-Bass.
- Eggen, B. (2002). Administrative accountability and the novice teacher. In Proceedings of the 2002 Annual Meeting of the American Association of Colleges for Teacher Education New York. Retrieved April 1, 2016 from http://files.eric.ed.gov/fulltext/ED464050.pdf
- Elliot, B. & Calderhead, J. (1993). Mentoring for teacher development: Possibilities and caveats. In D. McIntyre, H. Hagger & M. Wilkin (Eds.), Mentoring: Perspectives on school-based teacher education (pp. 166-189). London: Kogan Page Limited.
- European Commission Staff Working Document SEC (2010) 538 final. Developing coherent and system-wide induction programmes for beginning teachers: a handbook for policy makers. Retrieved April, 15, 2016 from http://ec.europa.eu/education/policy/school/doc/handbook0410_en.pdf
- Farrell, T. S. C. (2012). Novice-Service Language Teacher Development: Bridging the Gap Between Preservice and In-Service Education and Development. TESOL Quarterly. 46 (3), 435-449.
- Freeman, D. (2001). Second language teacher education. In R. Carter, & D. Nunan (Eds.), The Cambridge guide to teaching English to speakers of other languages (pp. 72-79). Cambridge: Cambridge University Press.
- Glaser, BG. & Strauss, AL. (1967). The Discovery of Grounded Theory: Strategies for Qualitative Research. New York: Aldine De Gruyter.
- Hammond, L.D. & Berry, B. (2006). Highly qualified teachers for all. Educational Leadership. 64 (3), 14-20.
- Kessels, C. (2010). The influence of induction programs on beginning teachers’ well-being and professional development. (Unpublished Doctoral Dissertation) ICLON, Universiteit van Leiden.
- Lange, D. L. (1990). A blueprint for a teacher development program. In J. C. Richards, & D. Nunan (Eds.), Second language teacher education (pp. 245-268). Cambridge: Cambridge University Press.
- Lortie, D. (1975). Schoolteacher: A Sociological Study. London: University of Chicago Press.
- Richards, J. C. (1998). The scope of second language teacher education. In J. C. Richards (Ed.), Beyond training. Cambridge: Cambridge University Press.
- Strong, M. (2009). Effective teacher induction and mentoring: Assessing the evidence. Teachers College Press: New York.
- Tickle, L. (2000). Teacher induction: The way ahead. Philadelpiha. Open University Press.
- Wong, H. (2004). Induction programmes that keep new teachers teaching and improving. National Association of Secondary School Principal, 88 (638), 41-59.
MESLEĞE YENİ BAŞLAYAN ÖĞRETMENLERİN ÇALIŞMA ORTAMINA UYUM SAĞLAMALARINDA İŞE ALIŞTIRMA PROGRAMININ ROLÜ: ANADOLU ÜNİVERSİTESİ ÖRNEĞİ
Yıl 2018,
Cilt: 17 Sayı: 67, 1092 - 1108, 20.07.2018
Sercan Sağlam
,
Bülent Alan
Öz
İşe alıştırma programı hizmete yeni başlayan öğretmenlerin
mesleki gelişimlerinin önemli bir aşaması olarak kabul edilmektedir. Özenle
planlanan ve uygulanan işe alıştırma programları hizmet öncesi ile hizmet-içi
eğitim arasında bir köprü görevi görmekte ve hizmete yeni başlayan
öğretmenlerin mesleki kimliklerinin oluşumunu desteklemektedir. Bu betimsel
çalışmanın amacı mesleğe yeni başlayan öğretmenlere yönelik bir işe alıştırma
programını etkililiğini araştırmaktır. Araştırmanın verileri katılımcılar ile
gerçekleştirilen ve programın katılımcılar tarafından nasıl algılandığına
ilişkin yarı-yapılandırılmış görüşmeler ile elde edilmiştir. Araştırma sonuçları
katılımcıların işe alıştırma programının bütün unsurlarını beğendiklerini ve
söz konusu program ile ilgili olumlu görüşleri olduğunu ortaya koymuştur.
Kaynakça
- Author, (2003).
Author, (2015).
- Achinstein, B., & Barret, A. (2004). (Re)Framing classroom contexts: How new teachers and mentors view diverse learners and challenges of practice. Teachers College Record, 106 (4), 716-746.
- Bailey, M.K., Curtis. A. & David, N. (2001). Pursuing professional development: The self as source. Boston. Heinle.
- Britton, E., Paine, L., Pimm, D., & Raizen, S. (Eds.) (2003). Comprehensive teacher induction. Dordrecht, Boston, London: Kluwer Academic Publishers.
- Bullock, S. M. (2011). Inside teacher education: Challenging prior views of teaching and learning. Sense Publishers: Rotterdam.
- Borg, S. (2006). Teacher cognition and teacher education: research and practice. London: Continuum.
- Darling-Hammond, L. (2006) Powerful Teacher Education: Lessons from Exemplary Programs. San Francisco: Jossey-Bass.
- Eggen, B. (2002). Administrative accountability and the novice teacher. In Proceedings of the 2002 Annual Meeting of the American Association of Colleges for Teacher Education New York. Retrieved April 1, 2016 from http://files.eric.ed.gov/fulltext/ED464050.pdf
- Elliot, B. & Calderhead, J. (1993). Mentoring for teacher development: Possibilities and caveats. In D. McIntyre, H. Hagger & M. Wilkin (Eds.), Mentoring: Perspectives on school-based teacher education (pp. 166-189). London: Kogan Page Limited.
- European Commission Staff Working Document SEC (2010) 538 final. Developing coherent and system-wide induction programmes for beginning teachers: a handbook for policy makers. Retrieved April, 15, 2016 from http://ec.europa.eu/education/policy/school/doc/handbook0410_en.pdf
- Farrell, T. S. C. (2012). Novice-Service Language Teacher Development: Bridging the Gap Between Preservice and In-Service Education and Development. TESOL Quarterly. 46 (3), 435-449.
- Freeman, D. (2001). Second language teacher education. In R. Carter, & D. Nunan (Eds.), The Cambridge guide to teaching English to speakers of other languages (pp. 72-79). Cambridge: Cambridge University Press.
- Glaser, BG. & Strauss, AL. (1967). The Discovery of Grounded Theory: Strategies for Qualitative Research. New York: Aldine De Gruyter.
- Hammond, L.D. & Berry, B. (2006). Highly qualified teachers for all. Educational Leadership. 64 (3), 14-20.
- Kessels, C. (2010). The influence of induction programs on beginning teachers’ well-being and professional development. (Unpublished Doctoral Dissertation) ICLON, Universiteit van Leiden.
- Lange, D. L. (1990). A blueprint for a teacher development program. In J. C. Richards, & D. Nunan (Eds.), Second language teacher education (pp. 245-268). Cambridge: Cambridge University Press.
- Lortie, D. (1975). Schoolteacher: A Sociological Study. London: University of Chicago Press.
- Richards, J. C. (1998). The scope of second language teacher education. In J. C. Richards (Ed.), Beyond training. Cambridge: Cambridge University Press.
- Strong, M. (2009). Effective teacher induction and mentoring: Assessing the evidence. Teachers College Press: New York.
- Tickle, L. (2000). Teacher induction: The way ahead. Philadelpiha. Open University Press.
- Wong, H. (2004). Induction programmes that keep new teachers teaching and improving. National Association of Secondary School Principal, 88 (638), 41-59.