New secondary science teachers' development in Turkey : implications for the "Academy of New Teacher" programme

Çepnı, Salıh (1993) New secondary science teachers' development in Turkey : implications for the "Academy of New Teacher" programme. University of Southampton, Doctoral Thesis.

Abstract

Turkey intends to change its teacher education policy by extending the duration of teacher training by one more year with an `Academy of New Teachers'.

This study is an attempt to help define the objectives and content of the `Academy of New Teachers' programme for the Black-Sea Region of Turkey.

The review of literature on new teachers' development revealed that new teachers' pedagogical content knowledge base on starting their first jobs, their beliefs about teaching and learning, and their natural stages of development are crucial issues.

The author employed a case study research method using questionnaires which were filled in two stages by 97 student teachers and 67 new teachers respectively. Both student teachers and the majority of the new teachers came from the two Faculties of Education in the Black-Sea region. In-depth observations and interviews with two student teachers and two new teachers were also carried out.

The author developed and pilot-tested the research instruments. The questionnaires contained four separate sections and covered 27 items relating to preparation, performance, laboratory work, and general knowledge of preparing and teaching a science topic. A semi-structured observation schedule was also used to record the types of classroom activities and the amount of time devoted to them. Semi-structured interviews were then conducted focusing previous preparation work, the beliefs and concerns of the teachers under observation.

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