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Devlet Okullarında Ve Özel Okullarda Çalışan Mesleğe Yeni Başlayan İngilizce Öğretmenlerinin İlk Yıl Deneyimlerinin İncelenmesi

Year 2021, Volume: 6 Issue: 2, 221 - 247, 15.07.2021
https://doi.org/10.29250/sead.951387

Abstract

Bu çalışma, devlet okullarında ve özel okullarda çalışan, meslekte yeni göreve başlayan İngilizce öğretmenlerinin birinci yıllarındaki deneyimlerini karşılaştırmalı ve boylamsal bir temelde ele almak için yapılmıştır. Devlet okullarında ve özel okullarda çalışan yeni göreve başlayan İngilizce öğretmenlerini kıyaslayan bir alan yazının hiç olmadığı ve mevcut çoğu çalışmanın, yeni öğretmenlerin dil öğretimindeki zorluklarıyla beraber ilk yıl deneyimlerine odaklandığı görülmüştür. Dolayısıyla bu çalışma, İngilizce öğretmenlerinin birinci yıl deneyimlerine ışık tutmayı amaçlamaktadır. Çalışma; devlet okullarından iki, özel okullardan da iki yeni İngilizce öğretmenini bir eğitim-öğretim yılını kapsayacak şekilde dört kişilik bir durum analizi biçiminde gerçekleştirilmiştir. Çalışmanın verileri boylamsal bir temelde olmak üzere aylık toplanmıştır. Aday öğretmenlerin deneyimlerinden gerekli ve önemli olan yerler incelenip kodlanmıştır. Bu çalışmada kullanılan kodlama deseni, bütünsel kodlamadır. Çalışmanın veri toplama yöntemleri; yansıtıcı günlük ve görüşmedir. Çalışmanın sonuçlarına göre, devlet okullarında ve özel okullarda, mesleklerinin birinci yılı içerisinde bulunan yeni göreve başlayan İngilizce öğretmenlerinin deneyim ve sorunlarının çevrenin sosyo-ekonomik koşullarının okulları ve eğitim süreçlerini etkileme derecesine göre farklılık gösterdiği ortaya çıkmıştır.

References

  • Bandura, A. (1994). Self-efficacy. In V. S. Ramachaudran (Ed.), Encyclopedia of human behavior. 4, (pp. 71-81). New York: Academic Press.
  • Başar, M. & Doğan, Z. G. (2015). Göreve Yen􀵴 Başlayan Öğretmenlerin Yaşadığı Sosyal- Kültürel Meslekî Sorunlar. Route Educational and Social Science Journal, 2(4), 375-398.
  • Bernheim, B. D., Exley, C. L. (2015). Understanding Conformity: An Experimental Investigation. Harvard Business School.
  • Cook, N. R & Ware, J. H. (1983). Design and analysis methods for longitudinal research. Public Health. 1983. 4, 1-23: Annual Reviews Inc.
  • Çakmak, M. (2013). Learning from Teaching Experiences: Novice teachers’ thoughts. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi H. U. Journal of Education, 1, 55-67.
  • Çalışkan, N., & Ayık, A.(2015). Parent-Teacher Association (PTA) and Communication With Parents, Ahi Evran University Journal Of Institute Of Social Sciences, 1(2), 69-82.
  • Farrokhi, F. (2012). Rethinking convenience sampling: Defining Quality Criteria. Theory and Practice in Language Studies, 2(4), 784-792.
  • Franco, Y. (2015). Novice teachers' stories of solving problems of practice. Graduate Theses and Dissertations: University of South Florida. From https://scholarcommons.usf.edu/etd/5948/
  • Fry, S. W. (2007). First-Year Teachers and Induction Support: Ups, Downs, and In- Betweens. The Qualitative Report, 12(2), 216-237.
  • Glickman, C. D., Gordon, S. P., & Ross-Gordon, J. M. (2004). SuperVision and instructional leadership: A developmental approach (6th ed.). Boston: Allyn and Bacon.
  • Goodwin, M.A. (2008). The micro-political boundary: Navigating political cultures during the first three years of teaching. Available from Pro Quest Dissertation and Theses database. (UMI No. 3319529)
  • Hall, J. L. (2008). Weighing the benefits of studying a foreign language at a younger Starting Age in a Minimal Input Situation. Second Language Research, SAGE Publications , 24 (1), 35-63.
  • Kazazoğlu, S. (2010). İngı̇lı̇z Dı̇lı̇ Eğı̇tı̇mı̇ Bölümlerı̇nde Görev Yapan İngı̇lı̇zce Öğretmenlerı̇nı̇n Ders Kı̇tabı Kullanımına İlı̇şkı̇n Tercı̇hlerı̇. Dil Dergisi, 148.
  • Kozikoğlu, İ. (2016). Öğretı̇mı̇n İlk Yılı: Mesleğı̇n İlk Yılındakı̇ Öğretmenlerı̇n Karşılaştıkları Güçlükler, Hı̇zmet Öncesı̇ Eğı̇tı̇m Yeterlı̇klerı̇ Ve Mesleğe Adanmışlıkları. Unpublished Doctoral Thesis.
  • Krauss, S. E. (2005). Research Paradigms and Meaning Making: A Primer. The Qualitative Report, 10 (4), 758-770.
  • Kutsyuruba, B. (2009). Getting off on the right foot: Guiding beginning teachers with supervision and professional development. International Journal of Learning, 16, 257- 277.
  • Monks, J. & Schmidt, R. (2010). The impact of class size and number of students on outcomes in higher education [Electronic version]. Cornell University, School of Industrial and Labor Relations.
  • Nartgün, Ş., Kaya, A. (2016). Özel Okul Velı̇lerı̇nı̇n Beklentı̇lerı̇ Doğrultusunda Okul İmajı Oluşturma. Eğitim ve Öğretim Araştırmaları Dergisi Journal of Research in Education and Teaching, 2016, 5 (2). Makale No: 17 ISSN: 2146-9199.
  • Raman, Y. (2015). The Origami of Identities: Novice Teachers’ Negotiation of Identities Through Code Switching. MA Thesis, Middle East Technical University, Northern Cyprus Campus.
  • Rees, R. B. (2015). Beginning Teachers' Perceptions of Their Novice Year of Teaching. All Graduate Theses and Dissertations. Paper 4229. Utah State University.
  • Sedgwick, P. (2013). Convenience sampling. Centre for Medical and Healthcare Education, St. George’s, University of London, London, UK.
  • Senom, F., Zakaria, A. R., Sharatol, S., Shah, A. (2013). Novice Teachers’ Challenges and Survival: Where do Malaysian ESL Teachers Stand? American Journal of Educational Research, 1(4), 119-125.
  • Şimşek, H., Şimşek, A. (2013). Güneydoğu Anadolu Bölgesı̇ndekı̇ Lı̇se Öğrencı̇lerı̇nde Sosyal Bütünleşme Düzeyı̇. Millî Eğitim, 198.
  • Taulton, B. T. (2014). Retaining High Quality Teachers Through Mentorship And Support: The Principal’s Role. A Doctoral Thesis Presented to the Faculty of the College of Education University of Houston.

Investigating the First Year Experiences of Novice EFL Teachers in Public and Private Schools

Year 2021, Volume: 6 Issue: 2, 221 - 247, 15.07.2021
https://doi.org/10.29250/sead.951387

Abstract

This study was conducted to investigate the first year experiences of novice English teachers in public and private schools. Since there is almost no literature comparing novice teachers working in private schools and most current studies focus on the first year experiences with the challenges of language teaching of novice teachers, this study- as we stressed above- aims to shed light on the first year experiences of novice English teachers depending on a comparative and longitudinal basis. Covering an educational year (2017-2018), the study was carried out through a case design with four participants, two of whom are from state schools, and the other two of whom are from private schools. The data collection tools of the study are reflective journals and interviews. The data for the study was collected on a longitudinal base and analyzed monthly. Necessary and important excerpts from novice teachers’ experiences were investigated and coded. The findings of the study revealed that the experiences and challenges of the novice teachers who were within their first year in profession were different to the extent that socio-economic conditions of the regions affected the schools and the pedagogical processes.

References

  • Bandura, A. (1994). Self-efficacy. In V. S. Ramachaudran (Ed.), Encyclopedia of human behavior. 4, (pp. 71-81). New York: Academic Press.
  • Başar, M. & Doğan, Z. G. (2015). Göreve Yen􀵴 Başlayan Öğretmenlerin Yaşadığı Sosyal- Kültürel Meslekî Sorunlar. Route Educational and Social Science Journal, 2(4), 375-398.
  • Bernheim, B. D., Exley, C. L. (2015). Understanding Conformity: An Experimental Investigation. Harvard Business School.
  • Cook, N. R & Ware, J. H. (1983). Design and analysis methods for longitudinal research. Public Health. 1983. 4, 1-23: Annual Reviews Inc.
  • Çakmak, M. (2013). Learning from Teaching Experiences: Novice teachers’ thoughts. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi H. U. Journal of Education, 1, 55-67.
  • Çalışkan, N., & Ayık, A.(2015). Parent-Teacher Association (PTA) and Communication With Parents, Ahi Evran University Journal Of Institute Of Social Sciences, 1(2), 69-82.
  • Farrokhi, F. (2012). Rethinking convenience sampling: Defining Quality Criteria. Theory and Practice in Language Studies, 2(4), 784-792.
  • Franco, Y. (2015). Novice teachers' stories of solving problems of practice. Graduate Theses and Dissertations: University of South Florida. From https://scholarcommons.usf.edu/etd/5948/
  • Fry, S. W. (2007). First-Year Teachers and Induction Support: Ups, Downs, and In- Betweens. The Qualitative Report, 12(2), 216-237.
  • Glickman, C. D., Gordon, S. P., & Ross-Gordon, J. M. (2004). SuperVision and instructional leadership: A developmental approach (6th ed.). Boston: Allyn and Bacon.
  • Goodwin, M.A. (2008). The micro-political boundary: Navigating political cultures during the first three years of teaching. Available from Pro Quest Dissertation and Theses database. (UMI No. 3319529)
  • Hall, J. L. (2008). Weighing the benefits of studying a foreign language at a younger Starting Age in a Minimal Input Situation. Second Language Research, SAGE Publications , 24 (1), 35-63.
  • Kazazoğlu, S. (2010). İngı̇lı̇z Dı̇lı̇ Eğı̇tı̇mı̇ Bölümlerı̇nde Görev Yapan İngı̇lı̇zce Öğretmenlerı̇nı̇n Ders Kı̇tabı Kullanımına İlı̇şkı̇n Tercı̇hlerı̇. Dil Dergisi, 148.
  • Kozikoğlu, İ. (2016). Öğretı̇mı̇n İlk Yılı: Mesleğı̇n İlk Yılındakı̇ Öğretmenlerı̇n Karşılaştıkları Güçlükler, Hı̇zmet Öncesı̇ Eğı̇tı̇m Yeterlı̇klerı̇ Ve Mesleğe Adanmışlıkları. Unpublished Doctoral Thesis.
  • Krauss, S. E. (2005). Research Paradigms and Meaning Making: A Primer. The Qualitative Report, 10 (4), 758-770.
  • Kutsyuruba, B. (2009). Getting off on the right foot: Guiding beginning teachers with supervision and professional development. International Journal of Learning, 16, 257- 277.
  • Monks, J. & Schmidt, R. (2010). The impact of class size and number of students on outcomes in higher education [Electronic version]. Cornell University, School of Industrial and Labor Relations.
  • Nartgün, Ş., Kaya, A. (2016). Özel Okul Velı̇lerı̇nı̇n Beklentı̇lerı̇ Doğrultusunda Okul İmajı Oluşturma. Eğitim ve Öğretim Araştırmaları Dergisi Journal of Research in Education and Teaching, 2016, 5 (2). Makale No: 17 ISSN: 2146-9199.
  • Raman, Y. (2015). The Origami of Identities: Novice Teachers’ Negotiation of Identities Through Code Switching. MA Thesis, Middle East Technical University, Northern Cyprus Campus.
  • Rees, R. B. (2015). Beginning Teachers' Perceptions of Their Novice Year of Teaching. All Graduate Theses and Dissertations. Paper 4229. Utah State University.
  • Sedgwick, P. (2013). Convenience sampling. Centre for Medical and Healthcare Education, St. George’s, University of London, London, UK.
  • Senom, F., Zakaria, A. R., Sharatol, S., Shah, A. (2013). Novice Teachers’ Challenges and Survival: Where do Malaysian ESL Teachers Stand? American Journal of Educational Research, 1(4), 119-125.
  • Şimşek, H., Şimşek, A. (2013). Güneydoğu Anadolu Bölgesı̇ndekı̇ Lı̇se Öğrencı̇lerı̇nde Sosyal Bütünleşme Düzeyı̇. Millî Eğitim, 198.
  • Taulton, B. T. (2014). Retaining High Quality Teachers Through Mentorship And Support: The Principal’s Role. A Doctoral Thesis Presented to the Faculty of the College of Education University of Houston.
There are 24 citations in total.

Details

Primary Language English
Subjects Studies on Education
Journal Section Makaleler
Authors

Faris Hocaoğlu 0000-0002-7271-8420

Yasemin Kırkgöz 0000-0001-5838-6637

Publication Date July 15, 2021
Submission Date June 12, 2021
Acceptance Date July 15, 2021
Published in Issue Year 2021 Volume: 6 Issue: 2

Cite

APA Hocaoğlu, F., & Kırkgöz, Y. (2021). Investigating the First Year Experiences of Novice EFL Teachers in Public and Private Schools. The Journal of Limitless Education and Research, 6(2), 221-247. https://doi.org/10.29250/sead.951387

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