Challenges, professional development, and professional identity: A case study on novice language teachers

Download

12618837.pdf

Date

2015-6

Author

Karataş, Pınar

Metadata

Show full item record

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Item Usage Stats

428
views

373
downloads

The initial years of teaching are challenging for novice teachers. This period is critical for them as they either succeed in managing workflows, continue professional development and construct a healthy identity or drop out of the profession. This qualitative case study was carried out to explore the challenges, perceptions regarding professional development and professional identity of novice language teachers in Izmir, a big city in western Turkey. Interviews and observations with the novices were the primary sources of data, and the researcher’s field notes and journal were used to triangulate the data. The results showed that rather than the year of experience, it was the school culture which either facilitated or aggravated the reality shock of the participants. A positive school culture facilitated the adaptation period of novices, and provided a sound and secure foundation for professional development and identity. It was the toxic school culture which affected novices’ perceptions of self-as-teacher negatively and replaced all their enthusiasm with a loss of idealism and reluctance to keep teaching or strive for their professional development.

Subject Keywords

Novice Teachers, Language Teacher Education, School Culture, Challenges, Professional Development And Professional Identity, Turkey

URI

https://hdl.handle.net/11511/69839

Collections

Northern Cyprus Campus, Thesis

Suggestions

OpenMETU
Core

Challenges faced by novice language teachers: support, identity, and pedagogy in the initial years of teaching Karataş, Pınar; Karaman, Abdullah Cendel (2013-01-01) Beginning teachers experience various challenges as they strive to develop their teaching in new environments. In this paper, we explore the challenges faced by novice language teachers and the support needed to address these. For this purpose, recent studies on the experiences of novice language teachers were reviewed. Three major themes were prevalent in research on this issue: support, identity and pedagogy. In the paper, we discuss each area and a selection of related studies. In addition, to present a ...
Professional development of teachers in PISA achiever countries: Finland, Estonia, Japan, Singapore and China Tonga, Funda Eda; Eryiğit, Sümeyra; Yalçın, Fatma; Erden, Feyza Tantekin (2019-11-11) The role of teachers in education is widely acknowledged in educational studies that routinely find that quality of teaching is fundamental to student success. Accordingly, this study set out to examine and describe the professional development of teachers in countries where students perform better in the PISA assessment, namely, Finland, Estonia, Japan, Singapore, and China. Data were obtained from primary sources and compared using Bereday's method. The general structure and systems used for professional ...
Exploring Non Native English Teachers Professional Development Practices Korkmazgil, Sibel; Seferoğlu, Gölge (2013-01-01) One-shot professional development activities designed and accomplished without considering teachers’ needs are generally reported to fail to lead to long-lasting changes in terms of teacher growth and learning. Therefore, professional development programs need to be based on the immediate needs of teachers, and designed and directed with teachers’ input. In this regard, this study aims to investigate a group of English as a Foreign Language (EFL) teachers’ professional development practices in Turkey in ord...
The Problems of Novice Classroom Teachers having Regular and Alternative Certificates Taneri, Pervin Oya; Ok, Ahmet (2014-04-01) The purposes of this study are to understand the problems of classroom teachers in their first three years of teaching, and to scrutinize whether these problems differ according to having regular or alternative teacher certification. The sample of this study was 275 Classroom Teachers in the Public Elementary Schools in districts of Ordu, Samsun, and Sinop in the Black Sea region. The data gathered through the questionnaire were subject to descriptive and inferential statistical analysis. Results of the stu...
From Physics to Language, from Teacher to Teacher Trainer: A Narrative Study Gümüşok, Fatma; Seferoğlu, Gölge (2019-04-10) There is an established relationship between student learning and the quality of teachers, which renders researchers to explore who teachers are as a professional group and what practices they perform. However, such a link is absent in educating/training teachers. In the Turkish context, where frequent changes occur in the educational structure, especially in language teaching, minimal attention is paid to teacher trainers who primarily guide teachers through these latest updates. Therefore, this study inve...

Citation Formats

P. Karataş, “Challenges, professional development, and professional identity: A case study on novice language teachers,” M.S. - Master of Science, Middle East Technical University, 2015.