Abstract
Perspectives on beginning teachers’ possible problems and their reasons force many of the countries to develop teacher induction programs. Teacher induction programs are extensive, consistent and ongoing professional processes aiming to train, support, and protect novice teachers. In Turkey, the process of “teacher induction program” which has been initiated in 2016 is a regulation to train novice teachers for six months. The rationale of the program for the novice teachers is to have more practical experience and in turn to teach effectively in their classrooms. As each new regulation can be accompanied by some obscurities, scientific research will serve to increase the quality of the processes and practices in teacher induction programs. In this sense, the current research aims to determine the views of 357 novice teachers on the goal achievement of the teacher induction program. A questionnaire form was developed to collect the data consisting of 43 questions one of which is an open-ended question. Results suggested that preservice education and teacher induction program have similar contributions in regard to the goal achievement of the teacher induction program. Moreover, considering the process as a whole, the mentor has an important role in the development of novice teachers.
Highlights
The quality of a teacher plays an important role in the quality of education, teacher training is a significant matter of issue
The purpose of the current study, which focused on the pre-service education and the induction program, was to determine the contribution of those processes to the novice teachers in terms of some qualifications
Pre-service teachers try to gain much of the information, skills, and attitudes about the teaching profession
Summary
The quality of a teacher plays an important role in the quality of education, teacher training is a significant matter of issue. Teacher training is divided into three phases as pre-service, induction, and in-service education. Pre-service education is the practices and training activities before starting the teaching profession. As for the induction program, it is the training of adaptation to the conditions faced in the first few years of the teaching profession. In-service education is the training program which aims to strengthen and provide the professional development in all stages of teaching. The success in the development of a teacher, while experiencing all those phases of education, relies on the support he gets. In spite of the great emphasis on the quality of the teacher training programs and in-service teachers’ professional development, little attention is given for the teacher induction programs which will assist the novice teachers’ adaptation in their first years of teaching
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