Induction into Teaching in Turkish Secondary Schools: A Multiple Case Study of First Year Teachers’ Experiences

Gunes, Tugba
Yıldırım, Ali
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 papers and meetings reports of the committee of teachers’ group were analyzed to supplement the interview findings. The results of the study suggested that novice teachers had trouble in classroom management, handling student behaviors, relationships with colleagues, principals and parents, using appropriate teaching learning methods and techniques, motivating students, establishing a productive relationship with mentors, and handling workload. Moreover, ineffective mentoring and inadequacies of the pre-service teacher education turned out to be challenging. The most significant weakness of the pre-service teacher education was found to be the lack of an efficient training period, and the results indicated that the pre-service teacher education failed to prepare novice teachers for the realities of teaching and for their first year in the profession.
Mediterranean Journal of Educational Research


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Citation Formats
T. Gunes and A. Yıldırım, “Induction into Teaching in Turkish Secondary Schools: A Multiple Case Study of First Year Teachers’ Experiences,” Mediterranean Journal of Educational Research, pp. 86–122, 2019, Accessed: 00, 2020. [Online]. Available: