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EJ1300920
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International Journal of Education
Şengül S. Anagün
Year: 2021
Professor, Faculty of Education, Eskişehir Osmangazi University, Eskişehir, Turkey
https://orcid.org/0000-0002-8011-0730
P-ISSN: 2320-2653
E-ISSN: 2582-1334
Hüseyin Anılan
Professor, Faculty of Education, Eskişehir Osmangazi University, Eskişehir, Turkey
Abstract
Accepted: 18.05.2021 The main purpose of this study was to reveal the experiences and problems faced by the classroom
teachers who just started the teaching profession. The phenomenology approach was employed in
Published: 01.06.2021 the study since the study examined the experiences of classroom teachers who just started teaching
by interviewing them. Sample selection was determined by using a purposeful sampling method
to understand the phenomenon. In this regard, criterion sampling, one of the purposive sampling
Citation: methods, was utilized in the study to obtain in-depth information about the phenomenon. Within the
Kılıç, Zeynep, et al. scope of the research, two basic criteria were taken into account, which is not being in the teaching
“Journey into the Teaching profession for more than three years and working in schools with different socio-economic levels.
Profession: Experiences The interviews were conducted online with the teachers at the times and dates determined by
of Classroom Teachers.” the teachers. The reason for conducting the interviews online was that the classroom teachers
participating in the study worked in different cities. A total of 20 interviews were conducted,
Shanlax International including classroom teachers from different regions of Turkey. Thematic analysis was used in the
Journal of Education, analysis of the study data. According to the results, classroom teachers in their first years, the study
vol. 9, no. 3, 2021, determined that teachers expressed their experiences in the context of “professional experiences”
pp. 186-195. and “sociocultural-regional experiences.”
Keywords: Classroom teachers, Teaching profession. Primary education, Professional
experiences, Sociocultural-regional experiences, Phenomenology
DOI:
https://doi.org/10.34293/
education.v9i3.3922
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2009; Lowe, 2006). Young teachers are unlikely to Phenomenology aims to reveal the essence of
work with an experienced colleague in schools in the experience by questioning the experiences of
these regions. New teachers also do not get enough individuals regarding the fact/situation/phenomenon
help from their colleagues in their professional (Ersoy, 2019). The phenomenology approach was
socialization (Deal & Chatman, 1989). In addition, employed in the study since the study examined the
the physical distance of rural communities and the experiences of classroom teachers who just started
separation from the existing social environment that teaching by interviewing them.
was formed during the school years further strengthen
the new teachers’ sense of separation (Barley, 2009). Participants
In particular, challenges specific to rural schools can Sample selection was determined by using a
catch these new teachers unprepared (McCracken & purposeful sampling method to understand the
Miller, 1988; Fry & Anderson, 2011). The teachers phenomenon to be examined and to obtain more
who work in rural areas should learn a particular detailed information about the phenomenon
culture not only from their new school but also from (Creswell, 2007). In this regard, criterion sampling,
the rural community (Eppley, 2009). This learning one of the purposive sampling methods, was utilized
process is not only challenging but also an important in the study to obtain in-depth information about
link enabling them to hold on to the profession. the phenomenon. Within the scope of the research,
Many studies also put forth that teachers who are two basic criteria were taken into account, which is
new to the profession consider themselves inadequate not being in the teaching profession for more than
and unprepared for classroom management (Britt, three years and working in schools with different
1997; Jacques, 2000; Ladd, 2000; Savage & Savage, socio-economic levels. A total of 20 interviews
2010; Fideler & Haskelhorn, 1999). Smith and were conducted, including classroom teachers
Ingersoll (2004) stated that 15% of all new teachers from different regions of Turkey. The demographic
quit teaching at the end of their first year. Moreover, characteristics of the classroom teachers who
the literature revealed that about 33% of all teachers participated in the study are presented in Table 1.
leave the profession in the first three years of Table 1: Demographic Characteristics of the
teaching and 50% in the first five years, and it takes Participating Classroom Teachers
four to seven years of experience for an individual
First
to become a competent teacher (Carter & Doyle, Teaching Grade
No Sex Age Teaching
1995; Gonzalez & Carter, 1996; Varrella, 2000). Level
Place
Aydın and Şahin (2020) expressed that the most
T1 Male 24 Muş 1st grade
important factor in new elementary school teachers
T2 Male 25 Iğdır 4th grade
choosing practices to restore order is “the total time
T3 Female 29 Gaziantep 3rd grade
spent in the profession/professional experience.” In
this sense, experience comes to the forefront here, as T4 Male 29 Van Multigrade class
in every point of life. It can be stated that seniority T5 Female 28 Yozgat Multigrade class
plays an active role in analyzing students’ behaviors T6 Female 27 Bitlis 1st grade
and developing effective coping methods. T7 Female 29 Aksaray 2nd grade
T8 Male 31 Hakkari 1st grade
Material and Methods T9 Female 30 Niğde 3rd grade
This phrenologic study aimed to reveal the T10 Male 29 Erzincan 2nd grade
experiences of classroom teachers who just started
T11 Female 32 Kütahya 3rd grade
the teaching profession. Phenomenological studies
T12 Female 27 Kütahya 1st grade
try to understand the experiences of the participants
T13 Male 27 Adıyaman Multigrade class
and how they make sense of their experiences,
again from their perspectives and views (Richards T14 Male 25 Adıyaman Multigrade class
& Morse, 2007; cited in Anagün & Ersoy, 2013). T15 Male 28 Diyarbakır 3rd grade
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Teachers who just started teaching also had the participating teachers (T4) talked about finding
certain experiences with their colleagues. T3 said, a vehicle to go from the village to the city center.
“…there were five classrooms in the school where I There were problems with resources such as the
was appointed; there were four more teachers with internet, telephone, and electricity. He explained, “It
me. I wasn’t alone. This made me very happy. I went is very difficult to find a vehicle to go to the district.
to the village thinking that I would be bored, but the So many times I had to walk from town to village…
friendships I formed with my colleagues continue.” (27 km). It is difficult to explain, to put into words.
On the same issue, T2 said, “When I was appointed Our water froze in winter; we brought water from
to the village, I talked to my friends from Iğdır who a distant place for 40 days with canisters. We lived
worked there before me. I got ideas and information without electricity for up to 20 days. Phone and
from them. They helped a lot.” Based on teachers’ internet are, of course, one of the biggest problems
views, it can be said that other teachers helped the of the East.”
teacher who has just started teaching in the village Similarly, T1 stated that there was no social life
and that the teachers supported each other. and opportunities in the village where he worked
Another teacher, T13, mentioned that he liked and said, “Actually, you are disappointed when
teaching even more after starting teaching and your expectations are high. The village we are in is
said, “I thought I liked the profession I chose even unfortunately far from the district center of Bulanık.
more after starting. I could never do any profession We can only go on weekends. In this regard, I
other than teaching.” Another teacher (T1) talked can say that I am having difficulties, actually,
about professional satisfaction and said, “… the great difficulties. When I lived in the center, my
experiences I gained when I started teaching helped opportunities and social life were not limited.”
me achieve professional satisfaction.” Based on teachers’ views, it can be said that teachers
In addition, S14 talked about how he was are deprived of social life and some resources and
surprised by some situations when he first started opportunities due to the nature of the region.
teaching and how these become normal later on. He Despite these negative characteristics of the
explained, “My first year was better than I expected. region, one of the teachers (T18) said, “The first day
I encountered people who could be happy with small I went to school, the village representative came to
things. I was surprised at first, but then this situation the school and said that I was invited to their house
came to be normal.” Also, a teacher (T8) mentioned for lunch. I said to myself, great. Of course, I was
how he looked at events more realistically after he surprised when I saw the bulgur pilaf and ayran
started teaching and said, “…. your point of view (a drink made with yogurt and water) at lunch. So,
becomes clearer. You look at events and facts more there were people who shared their food without
realistically.” hesitation even if there was only rice and ayran at
Finally, T2 talked about how his prejudices home.” T19 and T4 talked about how the people of
about his profession were gone and how he was the region were sincere, respectful, and helpful.
proud of his profession now, and said, “I used to On this issue, T19 said, “… There is an incredible
think teaching wasn’t a match for me, but now I am respect for teachers here. And that’s the most
grateful for choosing this profession. My negative on beautiful thing that connects us here.” Similarly,
the profession changed, my prejudices are gone. I T4 said, “I had to deal with every kind of problem,
love my job and I am proud.” but it is enough for me that people are sincere and
The participating teachers who just started candid. Their love for teachers can’t be explained.”
teaching also talked about their socio-cultural In addition, another teacher (T4) mentioned how the
experiences related to the region they worked in. education level of the region’s people was low and
The Socio-Cultural and Regional Experiences of the said, “Unfortunately, I am in an underdeveloped
teachers who just started teaching were divided into region in terms of education. Many of my parents
two subthemes, namely “Regional Characteristics” are illiterate and I had a hard time because of this.”
and “Characteristics of the Region’s People.” One of The present study revealed that the participating
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teachers who recently started teaching had certain by Öztürk (2016) revealed that teachers who were
experiences due to the regions they worked at and in their first year of teaching did not experience a
due to their first year of teaching. Some of these lot of problems in their relations with their students,
experiences were positive and some were negative. parents, and colleagues. He stated that this is a
It can be stated that these experiences contributed to positive situation in terms of adjusting the new
them both professionally and personally. teachers to the profession. In this context, it can be
The teachers stated that when they started said that the experiences of teachers who just started
teaching, they realized that subject knowledge was teaching help them develop positive attitudes towards
not enough just by itself, and there were deficiencies the teaching profession. Korkmaz, et al., (2004)
in practice. In this regard, teachers expressed that expressed that the support given to teachers who
they learned the profession better by experiencing just started teaching by their experienced colleagues
the profession and realized that the teaching and principals positively affects their retention and
profession requires care and effort. Similarly, in success.
Aydın and Şahin’s (2020) study, classroom teachers The teachers stated that they got support from
who were new to the profession stated that they had their more experienced colleagues and this support
taken a course on classroom management. Still, they made them love the profession even more. Similarly,
felt inadequate, especially in maintaining classroom Beck, et al., (2007) stated that while teachers
order when they started teaching. Teachers do not struggled with the implementation process in their
have confidence in themselves when they are newly early years, there was no reduction in their adherence
appointed (Korkmaz, et al., 2004) and generally to the constructivist education and child-centered
consider themselves inexperienced and inadequate in ideas they received pre-service programs. According
professional knowledge and competence (Delican & to Duran, et al., (2011), teachers encounter important
Sönmez, 2020). Melnick & Meister (2008) revealed problems related to adjustment to the social life
a clear disconnect between preservice teachers’ and institutional culture of the environment they
personal beliefs and attitudes on teaching and the are appointed to and organizational socialization.
realities of the classroom. However, teachers stated For teachers who just started their profession,
that obstacles such as the indifference of families, schools should provide teachers with professional
children’s absenteeism, and language problems development opportunities and a social environment
negatively affected the learning-teaching process and that teachers enjoy working in. Teachers who
that they could not get support from the authorities. are welcomed in the school environment form a
As Duran, et al., (2011) stated in their study, effective long-lasting bond with the school (Sargent 2003).
work of the directors of the district and provincial Most particularly, they emphasized that intensive
directorate of national education to meet the needs theoretical knowledge and education beyond reality
of teachers will be beneficial in overcoming the are offered in teaching training programs (Darling-
problems teachers encounter and helping teachers Hammond & Bransford, 2005; Labaree, 2004). To
not feeling alone. best assist teachers as they prepare for their first
Similarly, in their study, Anılan, et al., (2015) year (and subsequent years), we as teacher educators
put forth that teachers who starter working in rural should support our teacher candidates by building a
areas faced problems such as crowded classrooms, bridge between theory and practice. In the education
lack of materials and technology, the curriculum process, few subjects can be taught with a more in-
not taking into account the characteristics of rural depth application (Beck, et al., (2007). The education
areas, parents’ indifference, parents’ low education received by teachers in their teacher training
levels, and students’ indifference to the lessons. programs consists mainly of theoretical courses.
Aydın and Şahin (2020) concluded in their study that In this sense, the course contents in the faculties
classroom teachers who just started their profession of education can be structured towards practice. In
communicate with the family to restore order in the addition, the teaching practice courses can include
classroom. On the other hand, the study conducted practice in rural schools.
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Author Details
Zeynep Kılıç, Faculty of Education, Eskişehir Osmangazi University, Eskişehir, Turkey,
Email ID: [email protected].
Nurhan Atalay, Faculty of Education, Niğde Ömer Halisdemir University, Niğde, Turkey,
Email ID: [email protected].
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