SavedAdd your journal

Journals / Hacettepe Üniversitesi Eğitim Fakültesi Dergisi / 2022 / Cilt: 37 - Sayı: 2

The Changes in Teacher Visions: A Multiple Case Study of Three Beginning Teachers

Öğretmen Vizyonlarında Değişimler: Üç Aday Öğretmene Yönelik Çoklu Durum Çalışması

Onur ERGÜNAY
Oktay Cem ADIGÜZEL
Pages
719–738
Publication Date
2022-10-19
DOI
—
🏛️Bibliographic metadata and full text access for this article are provided via DergiPark.
DergiPark Record ↗
✨

AI Summary & Key Takeaways

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

The results indicate that several changes appear in participants’ overall teacher visions, professional understanding, conceptual and practical tools, practices and dispositions throughout their first year teaching experience.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:The purpose of this study is to investigate the changes in three beginning teachers’ visions during their first year in the profession.
📊
Key Findings & Data:Each participant was initially specified as separate cases and content analysis was used to analyse the data from each case.
💡
Conclusion & Impact:The results indicate that several changes appear in participants’ overall teacher visions, professional understanding, conceptual and practical tools, practices and dispositions throughout their first year teaching experience.
🔬Design:Survey & Empirical Study
📍Scope:Comprehensive Sample
⚙️Variables:Domain Parameters

Abstract

The purpose of this study is to investigate the changes in three beginning teachers’ visions during their first year in the profession. A multiple case study was conducted for in-depth analysis of the changes in three beginning teachers' visions. Data were collected from three volunteer purposefully chosen beginning teachers through individual interviews, classroom observations and open-ended questionnaires during a schooling year. Each participant was initially specified as separate cases and content analysis was used to analyse the data from each case. Then a cross-case analysis was conducted to compare the changes in each participant’s teacher visions. The results indicate that several changes appear in participants’ overall teacher visions, professional understanding, conceptual and practical tools, practices and dispositions throughout their first year teaching experience.

Özet

Bu araştırmanın amacı üç aday öğretmenin meslekteki ilk yıllarında öğretmen vizyonlarındaki değişimleri incelemektir. Üç aday öğretmenin vizyonlarındaki değişimlerin derinlemesine analizi için bir çoklu durum çalışması gerçekleştirilmiştir. Veriler amaçlı olarak seçilen gönüllü üç aday öğretmenden bir eğitim öğretim yılı boyunca bireysel görüşmeler, sınıf gözlemleri ve açık uçlu anketler yoluyla toplanmıştır. Her katılımcı öncelikle ayrı bir durum olarak belirlenmiş ve her birinden toplanan veriler içerik analizi kullanılarak çözümlenmiştir. Daha sonra her katılımcının öğretmen vizyonlarındaki değişimlerin karşılaştırılması için durumlar arası çözümleme gerçekleştirilmiştir. Araştırma sonucunda, katılımcıların ilk yıl mesleki deneyimleri sürecinde genel öğretmen vizyonlarında, mesleki anlayışlarında, kuramsal ve uygulamaya dönük araçlarında, öğretim uygulamalarında ve eğilimlerinde değişimlerin olduğu belirlenmiştir.

🔖

Cite This Article

ERGÜNAY, O., ADIGÜZEL, O. C. (2022). The Changes in Teacher Visions: A Multiple Case Study of Three Beginning Teachers. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, Cilt: 37 - Sayı: 2, 719–738. https://ajindex.com/articles/531480

📄 Full Text PDF Viewer

📄

PDF görüntüleyici hazırlanıyor...

References (9)

  1. Adıgüzel, O.C. (2016). Eğitim programlarının geliştirilmesinde ihtiyaç analizi el kitabı[Handbook of needs analysis in curriculum development]. Ankara:
  2. Anı pubishing. Beck, C., & Kosnik, C. (2014). Growing as a teacher: Goals and pathways of ongoing teacher learning. Rotterdam: Sense publishers. Bransford, J., Derry, S., Berliner, D. Hammerness, K., & Beckett, K. (2005). Theories of learning and their roles in teaching. In L. Darling-Hammond, & J. Bransford (Eds.), Preparing teachers for a changing world: What teachers should learn and be able to do (pp. 40-87). San Francisco: Jossey-Bass. Bumen, N. T., & Ercan-Ozaydın, T. (2013). Changes on teacher self-efficacy and attitudes towards teaching profession from candidacy to induction. Education and Science, 38(169), 109-125.
  3. Clark, S. K. (2009). A comparative analysis of elementary education of preservice and novice teachers’ perceptions of preparedness and teacher efficacy (Doctoral thesis). Available from ProQuest Central; ProQuest Dissertations & Theses Global database. (Record No. 305016358). Confait, S. (2015). Beginning teachers’ challenges in their pursuit of effective teaching practices. Cogent Education, 2(991179), 1-18.
  4. Creswell, J. W. (2012). Educational research: Planning, conducting and evaluating quantitative and qualitative research (4th ed.). Boston: Pearson. Crowe, A. R., Mooney, E., & Hawley, T.S. (2018). Preservice teachers’ visions of themselves: powerful teachers or powerful social studies teachers? Social Studies Research and Practice, 13(1), 113-126.
  5. Çelik, O.T., & Kahraman, Ü. (2020). The challenges o beginning teachers experience in the early years of teaching. Pamukkale University Journal of Education. Advanced online publication. doi:10. 9779/pauefd.684913 Darling-Hammond, L. (2006a). Constructing 21st century teacher education. Journal of Teacher Education, 57(3), 300-314.
  6. Darling-Hammond, L. (2006b). Powerful teacher education: Lessons from exemplary programs. San Francisco: Jossey-Bass. Darling-Hammond, L., & Baratz-Snowden, J. (Eds.) (2005). A good teacher in every classroom: Preparing the highly qualified teachers our children deserve. San Francisco: Jossey-Bass. Davis, E. A., Petish, D., & Smithey, J. (2006).
  7. Challenges new science teachers face, Review of Educational Research, 76(4), 607-651.
  8. Ergünay, O., & Adıgüzel, O.C. (2019). The first year in teaching: Changes in beginning teachers’ visions and their challenges. Qualitative Research in Education, 8(3), 276-314.
  9. Ewing, A