Öğretmen Gelişimi: Aday Öğretmenlerin Deneyimi

Bu araştırmanın amacı mesleğe yeni başlayan, ilk atama yerinde bulunan aday öğretmenlerin mesleki gelişimlerisırasında tecrübe ettikleri deneyimleri ve karşılaştıkları sorunları saptamak ve irdelemektir. Çalışmaya yeniatanan toplam 28 aday öğretmen katılmıştır. Nicel araştırma yaklaşımı kullanılan çalışmanın verileriöğretmenlere gönderilen anketler aracılığıyla toplanmış ve elde edilen veriler basit istatistik yöntemlerikullanılarak çözümlenmiştir. Ayrıca toplam yedi aday öğretmen ile görüşmeler gerçekleştirilip içerik analiziyapılmıştır. Araştırmanın sonuçlarına göre, göreve yeni başlayan aday öğretmenler, adaylık sürecinin mesleğeuyum açısından kendilerini geliştirmek için büyük bir fırsat olduğunu belirtmiştir. Bu stajyerlik sürecinde adayöğretmen öğretmenlik uygulaması, bilgi ve deneyim gelişiminin yanı sıra kendisinden beklenen performansıbelirlenen ulusal kriterler karşısında nasıl değerlendirileceği konusunda da bilgilenmektedir. Diğer bir bulguise, adaylık sürecinde öğretmenlik performanslarının değerlendirilme konusu aday öğretmen için bazıtedirginlikler oluşturmaktadır. Sonuç olarak, aday öğretmene karşı danışman öğretmenin destekleyici veyapısalcı yaklaşım sergilemesi, stajyer öğretmenin mesleki gelişimi için anlamlı ve olumlu bir adaylık sürecigeçirmesine olanak tanır.

Teacher Development: The Experience of Probationary Teachers

The present research aims to examine the views of probationary teachers during their experience in their first post of teaching particularly within the induction and mentoring scheme in Turkey. This research is based on the questionnaire responses of 28 participants who have been appointed as English foreign language teachers (probationary teacher) and the replies gained from the semi-structured interviews with 7 of them. The findings of the study revealed that a meaningful induction program provides a great opportunity for the probationary teacher’s adjustment to the profession not only in terms of both teaching practice, but also meeting the required national standard of teaching performance. Another important finding is that the teacher evaluation factor of the induction program seems to constitute certain insecurities for the probationary teacher. Overall, it is possible to claim that the potential benefits of a meaningful induction scheme and constructivist mentoring all have a vital role in the growth and development of the probationary teacher which in return leads to continued professional development, effective teaching and the enhancement of student learning.

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