Browsing by Subject "novice teachers"

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Open Access
The differences between novice and experienced teachers in terms of questioning techniques
(2010) Altun, Gülşen
This study explored the difference between novice and experienced university teachers‘ questioning techniques in terms of the number and types of questions they ask, the amount of wait time they give, and feedback they provide to students‘ answers. I conducted the study with five novice and five experienced English teachers at Bilkent University School of English Language (BUSEL) and Middle East Technical University (METU) Department of Basic English. I collected the data through 20 classroom observations. I observed and audiorecorded each teacher twice in order to reduce the novelty effect. Also, I filled in a checklist, which enabled me to have a structured focus while collecting and analyzing the data. To analyze the data, I transcribed the question-answer episodes of the recordings and carried out priori coding. Novice and experienced teachers‘ data were compared both quantitatively and qualitatively. The findings revealed that novice and experienced teachers differed in their questioning techniques in some aspects quantitatively, in some aspects qualitatively. The results also showed the distinction between training and experience since they were both found to be influential in teachers‘ questioning behaviors. It was discovered that while some questioning habits could be developed via experience, some of them were learned via training. The results may call teachers‘ and teacher trainers‘ attention to the effect of experience on teachers‘ questioning techniques. Also, thanks to the findings of the present study, teachers‘ awareness of the influence of their questioning behaviors on the students‘ interaction in the target language may be raised. Lastly, administrators and teacher trainers can arrange in-service training programs to make teachers aware of the latest techniques and methods in language teaching, and they can hold regular meetings to enable teachers to share their experiences.
Open Access
Novice teachers' perceptions of an in-service teacher training course at Anadolu University
(2003) Alan, Bülent
This study explored novice teachers’ perceptions of a 10-week INSET program implemented at Anadolu University School of Foreign Languages in the 2002-2003 academic year. Seventeen novice teachers in the Anadolu University School of Foreign Languages participated in this study. The research questions posed for this study investigated to what extent novice teachers perceived the INSET courses as valuable and in what areas of teaching novice teachers perceived INSET courses as valuable for their teaching practices. Two data collection instruments were employed in this study. First, a survey was completed at the end of each workshop. Second, semi-structured interviews with five randomly chosen participants were conducted three months after the courses. Results indicated that participants’ perceptions of INSET workshops were generally positive. Participants regarded the workshops on classroom management, testing speaking, and teaching and testing grammar as the most valuable for their actual teaching. Participants regarded the workshops on teaching reading and vocabulary and materials development as the least valuable. Participants reported that the areas they reflected the knowledge they gained from the workshops were classroom management, teaching grammar, and testing speaking. The results suggest that participants would like more participation in the workshops. They also need to gain local knowledge because of their lack of contextual knowledge in such areas as classroom management, textbook use, and testing. The INSET program should be continued, but redesigned to provide more contextualization of knowledge and with increasing participation by trainees in later sessions as they gain more experience.
Open Access
The relationship between novice and experienced teachers' self-efficacy for classroom management and students' perceptions of their teachers' classroom management
(2004) Yılmaz, Elif
This study explored the relationship between novice and experienced teachers’ self-efficacy for classroom management and students’ perceptions of their teachers’ classroom management. The study was conducted with 10 novice and 10 experienced English teachers and 295 students of those teachers at Marmara University Department of Foreign Languages Preparatory School in the spring semester of 2004. Data were collected through two questionnaires and interviews done with 16 of the 20 teachers. The questionnaire administered to teachers measured teachers’ selfefficacy for classroom management. The questionnaire completed by students provided data about their perceptions of teachers’ actual classroom management practices. Both the teacher and student questionnaires consisted of 36 Likert scale items. The interviews provided insight into teachers’ feelings, experiences, and practices concerning classroom management. To analyze the data, t-tests and Kendall’s tau were calculated. The results reveal that teachers have high efficacy for classroom management. When the two groups were compared, novice and experienced teachers were found to differ in their self-efficacy for classroom management, but not in their efficacy for personal teaching and external influences. Students did not distinguish between novice and experienced teachers’ classroom management, viewing both positively. No significant relationship was found between teachers’ efficacy levels and students’ perceptions. In order to improve teachers' efficacy for classroom management, in-service training programs and regular meetings where teachers share their experiences can be held. Teachers may also spare time for class discussions or administering questionnaires to their students to learn about their students' perceptions of their own teaching and classroom management practices.