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Journals / Eurasian Journal of Applied Linguistics / 2019 / Cilt: 5 - Sayı: 2

The Early Years of Teaching: A Cross-Cultural Study of Turkish and Polish Novice English Teachers

Müzeyyen Nazlı GÜNGÖR
SUMRU AKCAN
Dorota WERBINSKA
Malgorzata EKIERT
Pages
287–302
DOI
—
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

The findings suggest that creating interactive and reflective learning contexts for novice teachers will help them better adapt to their new school settings and develop professionally.

📌 3 Key Takeaways

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Objective & Hypothesis:Given the importance of novice teacher experiences and their long-term effects in the field, this cross-cultural exploratory study investigates the challenges of 34 novice Turkish and Polish English teachers and how they develop their professional understanding in the early years of teaching.
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Key Findings & Data:The participants were non-native novice English teachers working with K-12 learners in culturally, socially, economically and historically diverse regions of Turkey and Poland.
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Conclusion & Impact:The findings suggest that creating interactive and reflective learning contexts for novice teachers will help them better adapt to their new school settings and develop professionally.
🔬Design:Research Article
📍Scope:2016 Verileri
⚙️Variables:: Novice teachers · early years · challenges

Abstract

Given the importance of novice teacher experiences and their long-term effects in the field, this cross-cultural exploratory study investigates the challenges of 34 novice Turkish and Polish English teachers and how they develop their professional understanding in the early years of teaching. The participants were non-native novice English teachers working with K-12 learners in culturally, socially, economically and historically diverse regions of Turkey and Poland. The data collected simultaneously in both countries in the spring term of the 2016-17 academic year were generated from two sources: a) critical incidents of the novice teachers, and b) online and/or oral interviews with these teachers, followed by comprehensive cyclical data analysis. The challenges related to pedagogical and sociocultural factors influenced the way the teachers teach in their contexts. The findings suggest that creating interactive and reflective learning contexts for novice teachers will help them better adapt to their new school settings and develop professionally.

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Cite This Article

GÜNGÖR, M. N., AKCAN, S., WERBINSKA, D., EKIERT, M. (2019). The Early Years of Teaching: A Cross-Cultural Study of Turkish and Polish Novice English Teachers. Eurasian Journal of Applied Linguistics, Cilt: 5 - Sayı: 2, 287–302. https://ajindex.com/articles/284905

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