Show/Hide Menu
Hide/Show Apps
Logout
Türkçe
Türkçe
Search
Search
Login
Login
OpenMETU
OpenMETU
About
About
Open Science Policy
Open Science Policy
Open Access Guideline
Open Access Guideline
Postgraduate Thesis Guideline
Postgraduate Thesis Guideline
Communities & Collections
Communities & Collections
Help
Help
Frequently Asked Questions
Frequently Asked Questions
Guides
Guides
Thesis submission
Thesis submission
MS without thesis term project submission
MS without thesis term project submission
Publication submission with DOI
Publication submission with DOI
Publication submission
Publication submission
Supporting Information
Supporting Information
General Information
General Information
Copyright, Embargo and License
Copyright, Embargo and License
Contact us
Contact us
Induction into teaching: adaptation challenges of novice teachers
Download
index.pdf
Date
2008
Author
Öztürk, Mustafa
Metadata
Show full item record
Item Usage Stats
1109
views
549
downloads
Cite This
This study aimed to investigate adaptation challenges of novice teachers in induction period, to analyze the variables influencing their adaptation, and to assess pre-service and in-service training in terms of preparing them for induction into teaching. Through a questionnaire, the data were collected from 465 novice teachers teaching in randomly selected 8 provinces of Turkey. The general results revealed that novice teachers had job-related concerns a little more often than the social concerns. The four most frequent adaptation challenges appeared as (1) workload, (2) social status and identity, (3) supervisor, and (4) classroom management challenges. Novice Teachers’ adaptation challenges differed in relation to age, subject area, university, faculty, practice teaching, existence of a mentor teacher in pre-service years, school type, grade level, amount of in-service training, and love of teaching profession. More than half of the participants perceived their pre-service and in-service training insufficient.
Subject Keywords
Education.
,
Education and Training of Teachers.
URI
http://etd.lib.metu.edu.tr/upload/12609585/index.pdf
https://hdl.handle.net/11511/18265
Collections
Graduate School of Social Sciences, Thesis
Suggestions
OpenMETU
Core
Analysis of a Content-based Needs Assessment Survey for Physics Teachers
OKTAY, Özlem; Eryılmaz, Ali (Hacettepe University, 2020-04-01)
The purpose of the study is to develop and analyze a content-based needs assessment survey for physics teachers. With this aim, a Teacher Survey on the Nature of Physics (TSNOP) was developed as a measurement instrument for the study. The TSNOP was used to identify inservice physics teachers' needs, wishes, expectations and problems for the Nature of Physics (NOP) unit of a Professional Development Program (PDP). A total of 60 inservice physics teachers participated in the study. TSNOP includes four specifi...
Elementary school teachers' views about their implementation of the assessment techniques recommended in the new mathematics curriculum
Uçar, Nihan; Çakıroğlu, Erdinç; Department of Elementary Science and Mathematics Education (2007)
The purpose of this study was to investigate the views of elementary school teachers about their implementation of assessment techniques recommended in the new mathematics curriculum. The study was conducted with 306 elementary school teachers from 29 public schools in Kırıkkale, Malatya and Ankara in the 2006-2007 academic year. ‘Opinions about Assessment Questionnaire’ was used as the instrument for assessing the opinions of the teachers about assessment techniques offered in new mathematics curriculum. T...
Project-based geometry learning: Knowledge and attitude of field-dependent/independent cognitive style students
Ubuz, Behiye (Informa UK Limited, 2019-01-01)
The authors in a convergent parallel mixed method design aimed to investigate whether and how the geometry knowledge and attitude toward geometry of students with field-dependent/independent cognitive style improve differentially within a project-based learning environment. Quantitative data were collected from 97 seventh-grade students before and after the treatment. Repeated measures multivariate analysis of covariance results, controlling for gender and prior mathematics achievement, revealed a statistic...
Online professional development program for science teachers: a case study
Ateşkan, Armağan; Özden, M. Yaşar; Department of Computer Education and Instructional Technology (2008)
The aim of this study was to investigate science teachers’ perceptions about the online teacher professional development (oTPD) program. The research study included two consecutive steps. The first step was related to the design of the oTPD program. With the help of related literature, examples of oTPD programs and expert opinions, an oTPD program was designed. In the second step, ten of the alumni of Bilkent University Graduate School of Education Biology Teacher Education Program participated in a ten wee...
Avoidance from Thought Experiments: Fear of misconception
Özdemir, Ömer Faruk (Informa UK Limited, 2009-01-01)
Two independent lines of researchmental simulations and thought experimentsprovide strong arguments about the importance of perceptual modalities for the instructional practices in science education. By situating the use of mental simulations in the framework of thought experiments, this study investigated the nature and the role of mental simulations in the context of problem-solving. This study draws on data collected through problem-solving sessions with five physics graduates. Throughout the problem-sol...
Citation Formats
IEEE
ACM
APA
CHICAGO
MLA
BibTeX
M. Öztürk, “Induction into teaching: adaptation challenges of novice teachers,” M.S. - Master of Science, Middle East Technical University, 2008.
