Abstract
The present study examines both the changes in beginning teachers’ visions and the challenges they face during their first year experience in teaching. A basic qualitative research methodology was used, and the data were collected through semi-structured interviews and a questionnaire that included open-ended questions from eighteen beginning teachers who started teaching in public schools in Eskisehir, Turkey. A vision-oriented teacher education model provided the conceptual framework for identifying the changes in participants’ visions. The challenges were also emerged through inductive analysis of the data. The findings provide some evidence of considerable changes in beginning teachers’ visions and challenges in their first year teaching experience. They also present evidence for the significance of first year teaching experience in beginning teachers’ visions. The study also highlights the crucial role of learning through experience in the teaching profession. In the end, some further research trajectories on teacher education, particularly changes in visions and challenges are suggested.
Highlights
The present study examines both the changes in beginning teachers’ visions and the challenges they face during their first year experience in teaching
Teacher education period is of great importance in creating effective educational systems
The preparedness for teaching which refers to the first year experience of teachers is highlighted as an important phase of teacher education
Summary
The present study examines both the changes in beginning teachers’ visions and the challenges they face during their first year experience in teaching. The findings provide some evidence of considerable changes in beginning teachers’ visions and challenges in their first year teaching experience. El presente estudio examina tanto los cambios en las visiones de los maestros principiantes como los desafíos que enfrentan durante su primer año de experiencia en la enseñanza. Los resultados proporcionan evidencias de cambios considerables en las visiones y desafíos de los maestros principiantes en su experiencia docente durante el primer año. On the other hand, Casey (2005) categorizes teacher education period under four phases, baseline requirements for preservice teacher education, initial teacher education program, preparedness for teaching and independent teaching In her categorization, the preparedness for teaching which refers to the first year experience of teachers is highlighted as an important phase of teacher education. Feiman-Nemser (2001) posits that beginning teachers try to learn how to teach while trying to teach in their first years of teaching and stresses that the first year experience might form the future teaching visions of these beginning teachers
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