"Embarking a Journey through the Eyes of Classroom Educators"

Title: Journey into the Teaching Profession: Experiences of Classroom Teachers

Authors: Zeynep Kılıç, Nurhan Atalay, Burcu Anılan, Şengül S. Anagün, Hüseyin Anılan

Journal: Shanlax International Journal of Education

Volume: 9, Issue: 3

Pages: 186-195

Publication Year: 2021

Imagine beginning a new job with the assumption that years of study have fully
prepared you, only to face the reality that the true challenges lie beyond what
textbooks can teach. This is the experience captured in "Journey into the Teaching
Profession: Experiences of Classroom Teachers" by Kılıç et al., published in 2021. The
study, featured in the Shanlax International Journal of Education, explores how novice
teachers in Turkey realize that theoretical knowledge alone is insufficient for effective
teaching.

The teachers in Kılıç et al.'s study reported that upon entering the profession, they
encountered a significant gap between their academic training and the practical
demands of the classroom. This finding aligns with Aydın and Şahin (2020), who noted
that despite training in classroom management, new teachers often feel unprepared to
maintain order. Similarly, Korkmaz et al. (2004) and Delican & Sönmez (2020) highlighted
that many newly appointed teachers lack confidence and perceive themselves as
inadequate in their professional skills.

Melnick and Meister (2008) also documented a disconnect between preservice

teachers' expectations and the realities of the classroom, a theme echoed in Kılıç et
al.'s research. Teachers in the study noted additional obstacles, such as family
indifference, student absenteeism, and language barriers, which negatively impacted
their teaching. Duran et al. (2011) suggest that increased support from educational
authorities could mitigate these issues, while Anılan et al. (2015) found that teachers in
rural areas face unique challenges, including overcrowded classrooms and
inadequate resources.

These studies collectively paint a picture of the challenges faced by novice teachers,
as they navigate the gap between preparation and practice. This review will delve into
the insights provided by Kılıç et al., evaluate the study's limitations, and identify areas
where further research is needed to support teachers in their crucial early years better.
As we have always said, there is no easy start, but this journal will open new teachers'
minds to the idea that being a teacher entails not just listening to lectures but also
experiencing what teaching is like. In this study, classroom teachers acknowledged
substantial differences between the training they received and their real-life
experiences in terms of sociocultural lives, especially within rural areas.

Teaching children requires extensive communication with parents; the journal article
also mentions that instructors conducted house visits and held parent meetings to
facilitate communication. We all know that schools are diverse; communicating with
their families is important so we will know what caused that behavior.

As educators, we ought to help our teacher aspirants by establishing a link between

theory and practice so that they may receive the most effective support as they
prepare for their first year of teaching. Most of the instructional material that teachers
get in their teacher preparation programs is provided through theoretical courses. In this
way, the curriculum of education faculties can be designed with practice in mind.
Teaching practice courses may also include experience in rural schools. By the end of
their journey, the first-year teachers reported receiving encouragement from their
colleagues, which had boosted their passion for teaching.

A lot of firsts might be hard, and teaching is not an exception; that is why it is important
to provide teachers with hands-on experience since, no matter how well-trained
teachers are, they will meet real-life challenges after the start of their careers and must
be ready to handle those.

Firsts in everything is a very tough and challenging road; we can't possibly picture their
burden, especially for educators. Although some individuals perceive educators as the
noblest profession, that perception comes with heavy responsibilities and pressures,
particularly for new educators.

This research indicated that being a teacher has been characterized as a career with a
high level of burnout, especially for new educators. This burnout is attributed not only to
the demands of the job but also to the working conditions within the school
environment.

The study "Journey into the Teaching Profession Experience of Classroom Teachers"
highlighted the prevalence of burnout in rural school districts with difficulties in recruiting
new educators. The respondents also said that their first year of teaching is getting used
to the climate and culture in their professional lives. They also emphasized that a true
understanding of teaching goes beyond lectures, requiring firsthand experience.

The study "Journey into the Teaching Profession: Experiences of Classroom Teachers¹"
gives useful insights into the challenges that new classroom teachers in Turkey face.
Through interviews and thematic analysis, it effectively points out major issues like
professional and sociocultural difficulties. However, the study could be improved by
including a more diverse sample of teachers from different types of schools and regions
to provide a broader view. Also, while focusing on first-year teachers is crucial, adding
follow-up interviews could help track their progress and give a deeper understanding of
their experiences and development over time.

The study is strong because it provides detailed stories about the experiences of new
teachers. By talking to them and listening to their real-life challenges, it offers a clear
picture of the difficulties they face. This is useful for understanding the real issues in
teaching. It also highlights an important problem: what teachers learn during their
training often doesn’t match what they encounter in their jobs. This matches with other
research showing that theory alone is not enough to prepare teachers. Lastly, the study
looks at how the local community affects teachers, showing that support from the
community is very important for their job satisfaction and adjustment. However, it has
some weaknesses. First, the group of teachers studied isn’t very diverse, focusing mainly
on those from specific areas only. This means the findings might not reflect the
experiences of all new teachers in Turkey. Also, the study only looks at teachers in their
first year, so it doesn’t show how their challenges might change over time. Long-term
studies could provide a better understanding of how early experiences impact
teachers’ careers.

This study helps us see what new teachers experience in their early years, showing a
gap between their training and what happens in the classroom. This can lead to
improvements in teacher training programs and offer better support for new teachers.

National Standards: Teacher Training: The study shows that new teachers often find a
gap between what they learned in their training and what they face in real classrooms.
This aligns with national standards that suggest teacher training should include more
practical experience.

Ongoing Development: The challenges new teachers face highlight the need for
ongoing learning and support, which is also recommended by national standards for
teacher development.

Global Standards: International Competencies: The study’s findings match global

standards, like those from the International Society for Technology in Education (ISTE),
which emphasize the importance of real experience and continuous learning to
address diverse student needs.
Teacher Support: Global research, such as reports from the OECD, shows that new
teachers benefit from mentoring and support, which aligns with the study’s findings
about the need for help from experienced teachers.

Research on Teacher Training: Other studies have found that new teachers often
struggle to use what they learned in training in real classrooms (Melnick & Meister, 2008;
Zeichner & Tabachnick, 1985). This supports the idea that practical experience is crucial.

Global Studies on Teacher Support: International research highlights the importance of

mentoring and ongoing training for new teachers (Beck et al., 2007; OECD reports). This
agrees with the study’s observations about the value of support from experienced
colleagues.

In conclusion, the study "Journey into the Teaching Profession: Experiences of Classroom
Teachers" provides a significant gap between new teachers' theoretical training in
Turkey and the practical challenges they face in the classroom, emphasizing the need
for increased support and practical experience in teacher preparation programs. This
leads to a more stable and experienced teaching profession, which benefits both
students and the educational community. Educational authorities can better prepare
new educators to face the various challenges that await them, resulting in a more
effective and satisfied educational workforce capable of positively influencing student
learning outcomes. Addressing these gaps is vital to enhancing teacher effectiveness
and work fulfillment, particularly in rural areas where concerns remain.

Group Members:

Barion, Michelle G.

Cariño, Mary Rose

Licaros, Allison

Siarot, Charline