Teachers' Organizational and Professional Socialization: The Case of Ankara = Ögretmenlerin örgütsel ve mesleki sosyallesmeleri: Ankara ili örnegi

Autor/inn/en	Balci, Ali; Karabulut, Nuriye; Gürses Kürçe, Sevgi; Ernas, Sevgi
Titel	Teachers' Organizational and Professional Socialization: The Case of Ankara = Ögretmenlerin örgütsel ve mesleki sosyallesmeleri: Ankara ili örnegi
Quelle	In: Pegem Journal of Education and Instruction, 9 (2019) 1, S.305-350 (47 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Balci, Ali) ORCID (Karabulut, Nuriye) ORCID (Gürses Kürçe, Sevgi) ORCID (Ernas, Sevgi)
Sprache	englisch; türkisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2146-0655
Schlagwörter	Foreign Countries; Elementary School Teachers; Socialization; Teacher Attitudes; Expectation; Private Schools; Public Schools; Teacher Orientation; Beginning Teachers; Faculty Development; Teacher Administrator Relationship; Teacher Education; Educational Quality; Turkey (Ankara) + Suchen Sie Ihr Suchwort? Ausland; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Socialisation; Sozialisation; Lehrerverhalten; Expectancy; Erwartung; Private school; Privatschule; Public school; Öffentliche Schule; Orientation; Orientierung; Junior teacher; Junglehrer; Lehrerausbildung; Lehrerbildung; Quality of education; Bildungsqualität
Abstract	The purpose of this study is to reveal the professional and organizational socialization experiences of elementary school teachers of Ankara Province. The study was conducted through phenomenological design and the data, based on descriptive and content analysis, collected through a semi-structured interview form. The participants comprised of five public and five private elementary school teachers, having at least five years of professional experience were selected through "maximum variation" and "criterion" sampling methods. The finding of study revealed that before starting their job, the teachers had optimistic expectations such as school administrations' providing guidance, cooperative colleagues, ambitious students and supportive parents. In the entry stage of socialization, teachers have reality shock. In adaptation of teachers to their profession and the school, colleague responses are prominent as well as individual activities. In metamorphosis stage, private schools exert more efforts than public schools do in their adaption. The participants suggest that MoNE should assign suitable councelling teachers and develop the control mechanism for more effective socialization process. In light of the findings, internet-based programs should be developed to provide materials and to have e-courses. For colleague interaction, systems such as mentoring and coaching should be actively implemented. (As Provided).
Anmerkungen	Pegem Academy Publishing and Educational Guidance Services TLC. Mesrutiyet Caddesi, No: 45, Ankara, Kizilay 06420, Turkey. e-mail: editor@pegegog.net; Web site: http://www.pegegog.net/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01