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EJ1300920

This study explores the experiences and challenges faced by classroom teachers in Turkey who are new to the profession, utilizing a phenomenological approach to gather in-depth insights through interviews. A total of 20 teachers participated, with findings indicating that their experiences can be categorized into 'professional experiences' and 'sociocultural-regional experiences.' The research highlights the importance of understanding these challenges to support the professional development and retention of new teachers.

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0% found this document useful (0 votes)
28 views10 pages

EJ1300920

This study explores the experiences and challenges faced by classroom teachers in Turkey who are new to the profession, utilizing a phenomenological approach to gather in-depth insights through interviews. A total of 20 teachers participated, with findings indicating that their experiences can be categorized into 'professional experiences' and 'sociocultural-regional experiences.' The research highlights the importance of understanding these challenges to support the professional development and retention of new teachers.

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ronaruatos
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Shanlax

shanlax
#SINCE1990
International Journal of Education

Journey into the Teaching Profession:


Experiences of Classroom Teachers1
Zeynep Kılıç
Assistant Professor, Faculty of Education, Eskişehir Osmangazi University, Eskişehir, Turkey
OPEN ACCESS https://orcid.org/0000-0002-5756-3782

Manuscript ID: Nurhan Atalay


EDU-2021-09033922 Assistant Professor, Faculty of Education, Niğde Ömer Halisdemir University, Niğde, Turkey
https://orcid.org/0000-0003-1002-3110
Volume: 9
Burcu Anılan
Issue: 3
Associate Professor, Faculty of Education, Eskişehir Osmangazi University, Eskişehir, Turkey
https://orcid.org/0000-0002-4153-1866
Month: June

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

Received: 27.03.2021 https://orcid.org/0000-0001-7201-7467

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

This work is licensed


under a Creative Commons
Attribution-ShareAlike 4.0
International License
1 This study was presented as an oral presentation of the conference “IV International
Eurasian Educational Research Congress”
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Introduction The success of teachers who are new to the


In Turkey, faculties of education are responsible profession should be of concern for everybody
for the training of teachers who contribute the (Barbara & Grady, 2007). First impressions are
most to societies’ development and the Ministry of effective in the progress and success of teachers at
Education is responsible for providing employment the beginning of the profession. Opportunities for
for them. It is important to provide teacher success at the beginning of the profession provide
candidates with experiences in teaching practices opportunities for advancement, while low levels of
in order for teaching’s basic competencies and to interest cause unsuccessful results. Studies revealed
make theoretical knowledge more meaningful. In that teachers had an idealistic perspective during
this context, preparing teacher candidates to be their teacher training years, whereas they encounter
successful in their first year of teaching should be a traditional and conservative structure after starting
the main goal of teacher training Beck, et al., (2007). their profession. Therefore, teachers who are new to
No matter how well-trained individuals graduate the profession lose idealism and accept the existing
from the teacher training programs, they face real- structure (Zeichner & Tabachnick, 1985; Lacey,
life problems after beginning their teaching careers. 1988). The first year of teaching is a turning point
Unless the teacher candidates are confronted with for the teaching profession and an effort to survive.
the knowledge, skills, attitudes, and behaviors they It may take a long time for classroom teachers who
will need in real educational environments and gain are new to the profession to positively solve the
experience, the theoretical knowledge they receive problems they encounter on their own. In this context,
will not mean much for them (Sarıtaş, 2007). The knowing the problems faced by classroom teachers
first years of the teaching profession is an important in the first years of their profession will contribute
stage in which teachers encounter difficulties to the solution of problems in a short time, as well as
and problems the most and try to cope with these providing classroom teachers with the opportunity to
problems (Casey, 2005; Ingvarson, et al., 2007; cooperate with other stakeholders of the education
Feiman-Nemser, 2003). Denscombe (1985) stated system in solving problems. Thus, both professional
that the first year of teaching is key for the years to success and individual development of classroom
come. teachers will increase. In this regard, the main
Gold, Roth, Wright, and Michael (1991) purpose of this study is to reveal the experiences and
expressed that the job of first-year teachers is difficult problems faced by the classroom teachers who just
and stressful and that they carry a lot of workload on started the teaching profession.
their shoulders that no one can imagine. The first year
of teaching is considered as the “time to succeed or Literature Review
break.” Transition to the teaching profession can be Studies conducted on teachers determined that
challenging for newcomers (Eaton & Sisson, 2008). newly employed teachers experience confusion
Some refer to the experiences of teachers who are between their ideals and the realities they encounter
left on their own in their classrooms for the first time in the school environment (Zeichner & Tabachnick,
in the early years of their profession as being lost at 1985). The teaching profession has traditionally been
sea (Kauffman, et al., 2002; Johnson & Birkeland, characterized as a profession with a high level of
2003). None of the teachers who just started the burnout, especially among new teachers (Grissmer
profession encountered situations that exactly match & Kirby, 1987, 1997; Lortie, 1975; Veenman, 1985).
the expectations of their first year or do not know While the burnout stemming from the profession
exactly how to cope with the difficulties they have may be due to the nature of the profession, one of
experienced (Wyatt III & White, 2007). A successful the factors accelerating this process is the working
start is critical to both the teachers’ careers and the conditions closely affected by the places the
education of the students. Positive experiences in the teachers are settled. In this regard, teacher burnout
early years help teachers to build solid perspectives is particularly problematic in rural school districts
and approaches for the rest of their careers. struggling with initial recruitment difficulties (Barley,

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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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T16 Female 27 Ağrı 4th grade Data Analysis


Thematic analysis was used in the analysis of the
T17 Female 26 Ağrı 2nd grade
study data. Thematic analysis is used to find, analyze
T18 Male 24 Van 2nd grade
and report the contextual patterns in the data. In
T19 Female 28 Kırıkkale 3rd grade
thematic analysis, the aim is to describe in-depth the
T20 Male 29 Konya 1st grade data set by organizing it in the smallest dimensions
From Table 1, age range of classroom teachers (Braun & Clarke, 2019). In this analysis, data are
participating in study was 24-32 years. A total of 20 coded, and categories are formed from codes, and
classroom teachers, 10 females & 10 males working themes are formed from categories. In the study, each
in different regions, participated in study. Four of classroom teacher’s views were examined by the
classroom teachers were teaching at multigrade researchers, and the codes were formed. In the context
classes, five taught 1st grade, four taught 2nd grade, of classroom teachers’ experiences, categories were
five taught 3rd grade, & two taught 4th grade. formed from codes, and the themes were formed
from categories. Findings were presented in line with
Data Collection the data obtained from teachers.
Aiming to reveal the experiences of classroom
teachers who just started teaching, the study used a Validity and Reliability
semi-structured interview form to collect the data. Some precautions were taken to ensure the
The interview is a data collection tool where two validity and reliability of the study. First, to ensure the
or more individuals transfer information from one reliability and validity of the data collection tool, the
to another for a specific purpose. Verbal and non- experts’ opinions on the semi-structured interview
verbal communication processes are used, and in- form were taken before administering the form. A
depth and rich information is obtained (Bogdan & pre-interview was made to determine whether the
Biklen, 2006; McMillian, 2004). Within the scope interview questions were understandable and this
of the study, the literature was reviewed and an interview was not included in the study. Online
interview form was developed. Then, the semi- interviews were recorded to prevent data loss. The
structured interview form was presented to two interviews lasted between 18 minutes and 42 minutes.
experts in the field of elementary school education At the end of the interviews, the teachers’ answers
who had conducted studies with classroom teachers to each question were read back to them and they
previously. These experts examined the questions were asked to confirm the accuracy of their answers.
in the interview form and gave recommendations In data analysis, each researcher made a checklist
regarding the interview questions. According to the by forming separate codes, categories, and themes
views of the field experts, revisions were made in the from the interview transcripts. Then, the researchers
semi-structured interview form. A classroom teacher came together and compared their checklists. In case
was interviewed to determine the functionality of the of disagreement in the themes, they reexamined the
questions in the finalized semi-structured interview interview transcripts were examined and a consensus
form. Whether the questions in the interview form was reached. Direct quotations from teachers’ views
were understandable or not was decided with this were presented to support the findings. Codenames
interview. Based on the interview with the classroom were used instead of teachers’ real names. The
teacher, some changes were made to the interview research process was described in detail.
form. The finalized semi-structured interview form
was administered to the participating classroom Findings, Results and Discussions
teachers. The interviews were conducted online with In the study, which explored the experiences of
the teachers at the times and dates determined by the classroom teachers who are new to the profession,
teachers. The reason for conducting the interviews the findings obtained from the data were themed and
online was that the classroom teachers participating teacher quotes were included. The themes formed
in the study worked in different cities. from the findings are presented in Figure 1.

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One of the participating teachers, T12, expressed


that she communicated with families, held meetings,
and organized home visits, and said, “I held parents’
meetings because communication with parents is
very important. I took the phone numbers of the
Figure 1: Experiences of Classroom Teachers parents and gave my number to them. I told them
Who are New to the Profession they could call me if necessary. I also did home
As seen in Figure 1, the study findings were visits. The important element for student education
grouped under two themes, namely “Professional is to know the family.” In this context, it can be
experiences” and “Socio-cultural and regional stated that teachers who just started teaching knew
experiences”. The “Professional Experiences” of that the family dimension is important for student
classroom teachers who are new to the profession achievement, and therefore performed some
were divided into three sub-themes, namely activities to ensure family participation.
“Instructional Experiences,” “Experiences with The teachers who just started teaching expressed
Colleagues,” and “Affective Experiences”. that they faced some instructional situations
Participant T17 stated that the education they affecting the learning-teaching process. T8 stated
received in their undergraduate elementary education that one of the factors affecting the learning-teaching
program was different from the practice. She said, process was language. On this issue, she said, “…
“My first year in teaching passed with getting used the majority of the people in the East, especially the
to both my professional life and teaching and the women, don’t know how to speak Turkish because
climate and culture of the city where I was. I saw a their mother tongue is different. This includes
worldwide difference between the education given at young children who are just starting school.
the university and the professional life. I understood Communication happens through the interpretation
that teaching is learned by teaching in the classroom, of the children in other classrooms. There is a big
not by listening to lectures.” problem in communication when there is a home
T2 stated, “I think that the courses I took at the visit or when they come to the school.” Also, some
university were sufficient in terms of subjects, but teachers expressed that one of the factors affecting
teaching requires experience, not just knowledge.” the learning-teaching process was the indifference of
By stating, “We are not given information about families and students’ absenteeism.
village schools and we start working with zero Related to this, T7 said, “Since it was a village,
experience. We learn to teach in the village by there were problems such as lack of interest from
experiencing it.” parents, not valuing their children, and students
T2 emphasized that the teaching profession is not coming to school.” In addition, by saying, “The
learned by doing and gaining experience and that school administration certainly didn’t support us.
they gained awareness on this issue. Similarly, T1 They even prevented activities we wanted to do with
stated that he took more care of the profession and children. Likewise, I didn’t receive any support from
realized that it requires a lot of effort, and explained, the Provincial Directorate for National Education.”
“… I felt the need to take care of the students and T10 mentioned that they did not receive support
take more care of the profession. When I got into it, I from the school and provincial administrators and
realized that the teaching profession is a profession even encountered obstacles. Based on teacher
that requires more effort.” Based on the teachers’ quotations, it can be stated that teachers who just
quotes, it can be stated that new teachers realize started teaching are faced with situations negatively
certain situations in the first years of their profession. affecting their teaching-learning processes. Not
These are realizing that undergraduate education is getting enough support from parents of the students
only theoretical, practice is more important, the and school and provincial administrators stand out
profession requires care and effort, and they gain among these problems.
experience with the practice.
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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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Conclusion Barley, Zoe A. “Preparing Teachers for Rural


Aiming to reveal the experiences of classroom Appointments: Lessons from the Mid-
teachers in their first years, the study determined that Continent.” The Rural Educator, vol. 30,
teachers expressed their experiences in the context no. 3, 2009, pp. 10-15.
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regional experiences.” In the context of professional Teaching: Beginning Teachers’ Views about
experience, classroom teachers pointed out that their Needs.” The New Educator, vol. 3, no. 1,
there was a difference between the pre-service 2007, pp. 51-73.
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the differences between theoretical knowledge and Research For Education: An Introduction to
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and parents’ meetings to ensure family participation Qualitative Research in Education, vol. 7,
in the learning process. They also emphasized the no. 2, 2019, pp. 873-898.
importance of communication with the family Britt, Patricia M. “Perceptions of Beginning
since the most important thing in solving students’ Teachers: Novice Teachers Reflect upon Their
behaviors that disrupt the classroom order is learning Beginning Experiences.” Annual Meeting
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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].

Burcu Anılan, Faculty of Education, Eskişehir Osmangazi University, Eskişehir, Turkey,


Email ID: [email protected].

Şengül, S. Anagün , Faculty of Education, Eskişehir Osmangazi University, Eskişehir, Turkey,


Email ID: [email protected].

Hüseyin Anılan, Faculty of Education, Eskişehir Osmangazi University, Eskişehir, Turkey,


Email ID: [email protected].

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