Abstract
The
purpose of this study is to shed more light into intern early childhood
education teachers’ concerns before entering teaching profession and novice
teachers’ challenges in their first years of teaching. In order to achieve this
task, semi-structured in-depth interviews were conducted with five novice
teachers and five intern teachers in a district in the southeast of the United
States. All interviews audio recorded then transcribed verbatim. The researcher
utilized qualitative methodology for this study. Findings revealed that intern teachers were well aware
of difficulties that they might encounter in their future profession and they
took some precautions to cope with them. Novice teachers on the other hand
declared that teaching young children is harder than their initial
expectations. Their challenges were
originated from teacher education program, lack of parental support, and
teaching very young age groups. Nevertheless, teachers’ motivation was really
high in this study and if they receive support from school principal and
colleagues they easily overcome difficulties that they faced in their first
years of teaching.
References
- Claycomb, C., & Hawley, W. D. (2000). Recruiting and Retaining Effective Teachers for Urban Schools: Developing a Strategic Plan for Action (Guides). Washington, D.C.: Office of Educational Research and Improvement.
- Creswell, J. W. (2007). Qualitative inquiry and research design: Choosing among five approaches (2nd ed.). Thousand Oaks, California: Sage Publications.
- Cruickshank, D., & Callahan, R. (1983). The other side of the desk: Stage and problems of teacher development. Elementary School Journal, 83, 251-258.
- D'Aniello, S. (2008). Beginning teacher follow-up studies: A critical component of teacher education program evaluation and policy decisions. Intervention in School and Clinic, 43(5), 309-312.
- Evans, L. (1997). Addressing problems of conceptualization and construct validation in researching teachers’ job satisfaction. Educational Research, 39, 319-331.
- Claycomb, C., & Hawley, W. D. (2000). Recruiting and Retaining Effective Teachers for Urban Schools: Developing a Strategic Plan for Action (Guides). Washington, D.C.: Office of Educational Research and Improvement.
- Creswell, J. W. (2007). Qualitative inquiry and research design: Choosing among five approaches (2nd ed.). Thousand Oaks, California: Sage Publications.
- Cruickshank, D., & Callahan, R. (1983). The other side of the desk: Stage and problems of teacher development. Elementary School Journal, 83, 251-258.
- D'Aniello, S. (2008). Beginning teacher follow-up studies: A critical component of teacher education program evaluation and policy decisions. Intervention in School and Clinic, 43(5), 309-312.
- Evans, L. (1997). Addressing problems of conceptualization and construct validation in researching teachers’ job satisfaction. Educational Research, 39, 319-331.
Abstract
Bu
çalışmanın amacı okul öncesi öğretmen adaylarının öğretmenliğe başlamadan önceki
kaygıları ve stajyer öğretmenlerin mesleklerinin ilk yılında karşılaştıkları
zorlukları nitel bir çalışma ile incelemektir. Amerika’nın güneydoğusunda
bulunan bir bölgedeki beş stajyer öğretmen ve beş okul öncesi eğitim son sınıf
öğrencisi ile yarı yapılandırılmış derinlemesine görüşmeler yapılmıştır. Bütün
görüşmeler ses kayıt cihazı ile kaydedilmiş ardından kelimesi kelimesine
deşifre edilmiştir. Veriler Creswell'in (2007) önerdiği yöntemlerle analiz
edilmiştir. Çalışmanın bulguları göstermiştir ki okul öncesi eğitim son sınıf
öğrencileri gelecekteki mesleklerinde kendilerini bekleyen güçlüklerin
farkındalar ve bunların üstesinden gelmek için bazı önlemler almaktadırlar.
Stajyer öğretmenler ise küçük çocuklara eğitim vermenin beklentilerinden çok
daha zor olduğunu ifade etmişlerdir. Yaşadıkları zorluklar öğretmen eğitim
programından, yetersiz aile desteğinden ve eğitim verdikleri grubun yaşının çok
küçük olmasından kaynaklanmaktadır. Fakat bu çalışmaya katılan öğretmenlerin
motivasyonları çok yüksek olduğundan eğer okul yönetiminden ve
meslektaşlarından yeterince destek alırlarsa mesleklerinin ilk yılında
karşılaştıkları güçlükleri kolayca aşabilecek durumdadırlar.
References
- Claycomb, C., & Hawley, W. D. (2000). Recruiting and Retaining Effective Teachers for Urban Schools: Developing a Strategic Plan for Action (Guides). Washington, D.C.: Office of Educational Research and Improvement.
- Creswell, J. W. (2007). Qualitative inquiry and research design: Choosing among five approaches (2nd ed.). Thousand Oaks, California: Sage Publications.
- Cruickshank, D., & Callahan, R. (1983). The other side of the desk: Stage and problems of teacher development. Elementary School Journal, 83, 251-258.
- D'Aniello, S. (2008). Beginning teacher follow-up studies: A critical component of teacher education program evaluation and policy decisions. Intervention in School and Clinic, 43(5), 309-312.
- Evans, L. (1997). Addressing problems of conceptualization and construct validation in researching teachers’ job satisfaction. Educational Research, 39, 319-331.
- Claycomb, C., & Hawley, W. D. (2000). Recruiting and Retaining Effective Teachers for Urban Schools: Developing a Strategic Plan for Action (Guides). Washington, D.C.: Office of Educational Research and Improvement.
- Creswell, J. W. (2007). Qualitative inquiry and research design: Choosing among five approaches (2nd ed.). Thousand Oaks, California: Sage Publications.
- Cruickshank, D., & Callahan, R. (1983). The other side of the desk: Stage and problems of teacher development. Elementary School Journal, 83, 251-258.
- D'Aniello, S. (2008). Beginning teacher follow-up studies: A critical component of teacher education program evaluation and policy decisions. Intervention in School and Clinic, 43(5), 309-312.
- Evans, L. (1997). Addressing problems of conceptualization and construct validation in researching teachers’ job satisfaction. Educational Research, 39, 319-331.
Details
| Subjects | Studies on Education |
|---|---|
| Journal Section | Makaleler |
| Authors | |
| Publication Date | December 29, 2017 |
| Published in Issue | Year 2017 Volume: 13 Issue: 3 |
Cited By
Göreve Yeni Başlayan Öğretmenlerin Yaşadıkları Güçlükler
Pamukkale University Journal of Education
Osman Tayyar ÇELİK
https://doi.org/10.9779/pauefd.684913
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