Induction into teaching: a multiple-case study of the first year teachers’ experiences at schools /

Download

index.pdf

Date

2016

Author

Cihan, Tuğba

Metadata

Show full item record

Item Usage Stats

332
views

185
downloads

The aim of this study was to examine the first year of four novice teachers in the teaching profession with regard to their perceptions and experiences about the classroom processes they undergo, professional development, relationships with students and colleagues, teaching performance, mentorship, personal life and the pre-service teacher education in addition to their mentors’ perceptions regarding the induction process. The study adopted a qualitative multiple-case study design and data were collected from four novice teachers and three mentors through semi-structured interviews. Additionally, 28-hour classroom observations were conducted and documents such as teachers’ materials, exam papers and group teachers’ meetings reports were analyzed to supplement the interview findings. The results of the study suggested that novice teachers suffered from the challenges of the first year in terms of classroom management, struggling with problematic student behaviors, relationships with colleagues, school principals and parents, using appropriate teaching learning methods and techniques, motivating students, consultancy issues and workload as well as the pressure of working in small towns. Moreover, the deficiency of effective mentoring and inadequacies of the pre-service teacher education turned out to be challenging to them. The results indicated that mentors were aware of the difficulties faced in the first year and shared the same perceptions about the inadequacies of the pre-service teacher education. Nevertheless, despite all the difficulties, it was noted that the participating teachers underwent a professional development process in many respects in their first year and they loved teaching and being with their students.

Subject Keywords

Teachers, Teachers, Student teachers, Student teachers

URI

http://etd.lib.metu.edu.tr/upload/12620429/index.pdf
https://hdl.handle.net/11511/26126

Collections

Graduate School of Social Sciences, Thesis

Suggestions

OpenMETU
Core

Induction into Teaching in Turkish Secondary Schools: A Multiple Case Study of First Year Teachers’ Experiences Gunes, Tugba; Yıldırım, Ali (2019-03-01) The aim of this study was to examine the experiences of the first year of four novice teachers regarding their classroom experiences, relationships with colleagues, mentoring process and the reflections on the pre-service teacher education they received. The study adopted a qualitative multiple-case study design and the data were collected from four novice teachers through semi structured interviews. Additionally, 28-hour classroom observations were conducted and documents such as teachers’ materials, exam ...
Pre-Service Teachers’ Evaluation of Their Mentor Teachers, School Experiences, and Theory–Practice Relationship Alemdağ, Ecenaz; Özdemir Şimşek, Pınar (2017-06-01) This case study investigated practicum experiences of pre-service teachers by focusing on their evaluation of mentor teachers, school experiences, and theory-practice relationships. Interviews were conducted with six teacher candidates, and observations in the participants' practice schools were made. The results revealed that mentor teachers had both positive and negative qualities with respect to social support, professional support, and role-modeling mentoring functions. Moreover, pre-service teachers re...
A Study on inservice teachers' attitudes toward and beliefs about mathematical problem solving Çokçalışkan, Hasan; Işıksal Bostan, Mine; Department of Elementary Science and Mathematics Education (2012) The main purpose of this study was to investigate elementary teachers’ and elementary mathematics teachers’ attitudes toward and beliefs about mathematical problem solving in terms of gender and grade level being taught. Moreover, the relationship between elementary teachers’ and elementary mathematics teachers’ attitudes and beliefs was evaluated in this study. The data were collected from 141 in-service elementary teachers who are teaching 4th and 5th graders and elementary mathematics teachers who are te...
EFL teachers’ perceptions on the effectiveness of components of an EFL in-service training program / Yurttaş, Abdullah; Savaş, Perihan; Department of English Language Teaching (2014) Teachers have a central role to play in any school system and their competence and experience can make a big impact on the quality of schools in general. As Guskey (2002) puts it schools can only be as good as the teachers who work within them. With this in mind, the professional qualities and competencies of teachers are important indicators of quality education. This study investigated the perceptions of EFL teachers on the effectiveness of components and features of an in-house EFL INSET program. The stu...
In-class social problem solving abilities of classroom teachers: a self-determination theory based study Ulaş Marbouti, Jale; Aksu, Meral; Department of Educational Sciences (2015) The purpose of the current study was to investigate how well perceived teacher autonomy, teacher self-efficacy, and vocational social support predict in-class social problem solving ability of classroom teachers. In order for this investigation, a structural model was constructed based on Self-Determination Theory (SDT) and tested throughout the study. Data were collected via In-Class Social Problem Solving Inventory Scale (ICSPSI), Teacher Autonomy Scale-Turkish Teachers (TAST), Vocational Social Support S...

Citation Formats

T. Cihan, “Induction into teaching: a multiple-case study of the first year teachers’ experiences at schools /,” Ph.D. - Doctoral Program, Middle East Technical University, 2016.