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

Autor/inn/en	Güngör, Müzeyyen Nazli; Akcan, Sumru; Werbinska, Dorota; Ekiert, Malgorzata
Titel	The Early Years of Teaching: A Cross-Cultural Study of Turkish and Polish Novice English Teachers
Quelle	In: Eurasian Journal of Applied Linguistics, 5 (2019) 2, S.287-302 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Güngör, Müzeyyen Nazli) ORCID (Akcan, Sumru) ORCID (Werbinska, Dorota) ORCID (Ekiert, Malgorzata)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2149-1135
Schlagwörter	Foreign Countries; Beginning Teachers; Language Teachers; English (Second Language); Second Language Instruction; Elementary School Teachers; Secondary School Teachers; Social Influences; Cultural Influences; Teaching Methods; Teacher Education Programs; Instructional Materials; Classroom Techniques; Barriers; Student Diversity; Cultural Differences; Turkey; Poland + Suchen Sie Ihr Suchwort? Ausland; Junior teacher; Junglehrer; Language teacher; Sprachunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Sozialer Einfluss; Cultural influence; Kultureinfluss; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Klassenführung; Kultureller Unterschied; Türkei; Polen
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. [Paper presented at the ATEE Conference (Sweden, 2018).] (As Provided).
Anmerkungen	Eurasian Journal of Applied Linguistics. Canakkale Onsekiz Mart University, Anafartalar Campus Faculty of Education Department of Foreign Language Education, Canakkale 07100, Turkey. e-mail: editor@ejal.info; Website: https://www.ejal.info/index.php/ejal
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01