Beginning Preschool Teachers' Views toward Mentoring Programs in Turkey

Autor/inn/en	Ali, Özdemir; Cansu, Kaygisiz
Titel	Beginning Preschool Teachers' Views toward Mentoring Programs in Turkey
Quelle	In: Journal of Education and Learning, 8 (2019) 1, S.182-195 (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1927-5250
Schlagwörter	Foreign Countries; Beginning Teachers; Preschool Teachers; Teacher Attitudes; Mentors; Classroom Communication; Classroom Techniques; Help Seeking; Professional Isolation; Preservice Teacher Education; Barriers; Turkey + Suchen Sie Ihr Suchwort? Ausland; Junior teacher; Junglehrer; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Lehrerverhalten; Klassengespräch; Klassenführung; Help-seeking behavior; Help-seeking behaviour; Hilfe suchendes Verhalten; Lehramtsstudiengang; Lehrerausbildung; Türkei
Abstract	The main purpose of this study is to reveal the view of preschool teachers who are in the first five years of the occupation about mentoring programs applied to them. To reveal the experiences and opinions of the teachers, the qualitative research design, phenomenology, was used. To determine the preschool teachers who are in the first 5 years of their occupation, criterion sampling from purposeful sampling methods was used. To achieve the purpose, the semi-structured interview form was applied to the teachers. The answers were analysed by using descriptive analysis approach. As a result, the teachers said that they have problems in communication and classroom management because both they are inexperienced and they are working with small age children. To overcome these problems, they develop their own ways mostly with trial and error. In addition, in the process of pre-service teachers' education, they feel lonely. In the process, they do not take any help from any experienced teacher or any other helping resources. Also, they claim that the pre-service teacher trainings do not serve for the aim, and the process is just a formality. It is offered that teachers might be adapted to the profession with the help of special professional trainings and quality mentoring programs. (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: jel@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/jel
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01