El Primer Año de Enseñanza: Cambios en las Visiones de los Docentes Noveles y sus Desafíos

The present study examines both the changes in beginning teachers’ visions and the challenges they face during their first year experience in teaching. A basic qualitative research methodology was used, and the data were collected through semi-structured interviews and a questionnaire that included open-ended questions from eighteen beginning teachers who started teaching in public schools in Eskisehir, Turkey. A vision-oriented teacher education model provided the conceptual framework for identifying the changes in participants’ visions. The challenges were also emerged through inductive analysis of the data. The findings provide some evidence of considerable changes in beginning teachers’ visions and challenges in their first year teaching experience. They also present evidence for the significance of first year teaching experience in beginning teachers’ visions. The study also highlights the crucial role of learning through experience in the teaching profession. In the end, some further research trajectories on teacher education, particularly changes in visions and challenges are suggested.El presente estudio examina tanto los cambios en las visiones de los maestros principiantes como los desafíos que enfrentan durante su primer año de experiencia en la enseñanza. Se utilizó una metodología de investigación cualitativa básica. Los datos se recopilaron mediante entrevistas semiestructuradas y un cuestionario que incluía preguntas abiertas de dieciocho maestros principiantes que comenzaron a enseñar en escuelas públicas en Eskisehir, Turquía. El marco conceptual lo proporcionó un modelo de educación docente orientado a la visión, para identificar los cambios en las visiones de los participantes. Los desafíos también surgieron a través del análisis inductivo de los datos. Los resultados proporcionan evidencias de cambios considerables en las visiones y desafíos de los maestros principiantes en su experiencia docente durante el primer año. También presentan evidencias de la importancia de la experiencia docente en las visiones de los maestros principiantes. El estudio destaca el papel crucial del aprendizaje a través de la experiencia en la profesión docente. Al final, se sugieren algunas trayectorias de investigación adicionales sobre la formación del profesorado, en particular los cambios en las visiones y los desafíos

Teacher candidates’ self-efficacy beliefs and possible selves throughout the teaching practice period in Turkey

This research aims to study the change observed in self-efficacy beliefs and possible selves of teacher candidates regarding their first year in the profession after the completion of teaching practice. The research has a mix design method utilizing both qualitative and quantitative data collection tools. The quantitative part of the research has been prepared in accordance with pretest/posttest model with single group. In this context, 70 teacher candidates have been administered both “Teacher’s Sense of Efficacy Scale” and “New Teacher Possible Selves Questionnaire” at the beginning and end of the term as pretest and posttest in order to identify the change caused by teaching practice. With respect to the qualitative part of the research, ten volunteered candidates have been interviewed through semi-structured interviews following the termination of teaching practice. Joint interpretation of both quantitative and qualitative findings of this research indicates that teaching practice has an influence over self-efficacy beliefs and teacher possible selves of teacher candidates. In this research, overall self-efficacy beliefs of teacher candidates have been identified to improve after teaching practice. With respect to the dimensions of self-efficacy beliefs, the findings of this research point that teaching practice hasn’t produced any positive effects over self-efficacy beliefs of teacher candidates regarding class management, but levels of self-efficacy beliefs concerning student engagement and teaching strategies have improved after teaching practice. On the other hand, united evaluation of both quantitative and qualitative findings of this study shows that not much has changed regarding expected teacher possible selves, but not feared teacher possible selves of teacher candidates. © 2016, Education Research Institute, Seoul National University, Seoul, Korea