When Less Expected Problems Become Critical: First-Year Teaching in Early Childhood Classes

Autor/inn/en	Temiz, Zeynep; Haser, Çigdem
Titel	When Less Expected Problems Become Critical: First-Year Teaching in Early Childhood Classes
Quelle	In: Teacher Development, 26 (2022) 3, S.338-355 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Temiz, Zeynep) ORCID (Haser, Çigdem)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1366-4530
DOI	10.1080/13664530.2022.2058075
Schlagwörter	Beginning Teachers; Early Childhood Teachers; Early Childhood Education; Preservice Teacher Education; Preservice Teachers; Expectation; Foreign Countries; Public Schools; Disadvantaged Schools; Teacher Education Programs; Job Satisfaction; Teacher Attitudes; Turkey + Suchen Sie Ihr Suchwort? Junior teacher; Junglehrer; Early childhood; Early childhood education; Teacher; Teachers; Frühe Kindheit; Frühkindliche Bildung; Frühpädagogik; Lehrer; Lehrerin; Lehrende; Education; Lehramtsstudiengang; Lehrerausbildung; Expectancy; Erwartung; Ausland; Public school; Öffentliche Schule; Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; Lehrerverhalten; Türkei
Abstract	The aim of this study was to explore preservice early childhood education (ECE) teachers' expectations and concerns before they started their careers and the challenges they faced in the first year. Sixteen preservice ECE teachers from the same teacher education programme in Turkey were interviewed about their expectations for their first year before their graduation. Then, they were interviewed at the end of the first and the second semesters about their experiences and difficulties of teaching in public schools, and the positive aspects of their work. Although participants were aware of many difficulties in public schools, some of the challenges they faced in disadvantaged school settings, such as infrastructural inadequacies, non-curricular tasks, and material shortages, were beyond their initial anticipation and not in line with their teacher education programme experiences. Teacher education programmes should provide pre-service teachers with experiences in disadvantaged school settings to be better prepared. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01