AN INVESTIGATION OF SUPPORT MEASURES FOR BEGINNING TEACHERS IN EU COUNTRIES AND TURKEY
Article Sidebar
Main Article Content
Abstract
The common qualification for entry to teaching profession across Europe is a bachelor’s degree which generally last between four and five years, however initial teacher education is usually not sufficient for new teachers as they may experience and encounter problems about teaching, assessing and managing the students. Therefore, in almost more than the half of the European countries a structured induction program is carried out or other support measures are provided for new teachers. Few countries do not organize these programs at national level but at the local level or in schools. The structured induction programs are considered as a compulsory phase ending with a kind of overall assessment in most countries, whereas in some of them it is optional. These induction programs last from several months to 2 years, but the widespread length is about one year. The types of support measures for beginning teachers have been found to be differed across Europe, and mentoring is the most common form among these measures. Accordingly, this paper investigates the support measures for beginning teachers and elaborates on mentoring practices in European primary and secondary education institutions and finally discusses induction practices in Turkey comparatively.
Article Details
Authors retain copyright to their work, licensing it under Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License and grant the journal exclusive right of first publication with the work simultaneously and it allows others to copy and redistribute the work for non-commercial purposes, with an acknowledgment of the work's authorship and initial publication in IOJET and provided that no changes were made on the article.
References
Aaronson, D., Barrow, L., & Sander, W. (2007). Teachers and student achievement in Chicago public high schools. Journal of Labor Economics, 24(1), 95-135.
Angrist, J. D., & Lavy, V. (2001). Does teacher training affect pupil learning? Evidence from matched pairings in Jerusalem public schools. Journal of Labor Economics, 19(2), 343-369.
Ayvaz Düzyol, M. (2012). The effectiveness of induction program for candidate teachers [Aday öğretmenlere uygulanan aday öğretmen yetiştirme programının etkililiğinin değerlendirilmesi] (Unpublished master’s thesis). Middle East Technical University, Ankara.
Balkar, B., & Şahin, S. (2015). Yeni bir öğretmen yetiştirme yaklaşımı olarak göreve başlatma programı. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 11(1).
Barro, R. J. (1999). Determinants of democracy. The Journal of Political Economy, 107(56), 158-183.
Betts, J. R., Zau, A. C., & Rice, L. A. (2003). Determinants of student achievement: New evidence from San Diego. San Diego: Public Policy Institute of California.
Buddin, R., & Zamarro, G. (2008). Teacher quality, teacher licensure tests, and student achievement. Rand Education Working Paper WR-555-IES.
Campante, F., & Glaeser, E. L. (2009). Yet another tale of two cities: Buenos Aires and Chicago. NBER (National Bureau of Economic Research) Working Paper 15104.
Carey, K. (2004). The real value of teachers: Using new information about teacher effectiveness to close the achievement gap. Thinking K-16, 8(1), 3-32.
Chetty, R., Friedman, J. N., & Rockoff, J. E. (2011). The long-term impacts of teachers: Teacher value-added and student outcomes in adulthood. NBER Working Paper 17699.
Clotfelter, C. T., Ladd, H. F., & Vigdor, J. L. (2006). Teacher-student matching and the assessment of teacher effectiveness. Journal of Human Resources, 41(4), 778- 820.
Clotfelter, C. T., Ladd, H. F., & Vigdor, J. L. (2007). How and why do teacher credentials matter for student achievement? CALDER Working Paper 02.
Dee, T. S. (2004). Teachers, race and student achievement in a randomized experiment. Review of Economics and Statistics, 86(1), 195-210.
Duflo, E., Hanna, R., & Ryan, S. P. (2008). Incentives work: Getting teachers to come to school. Cambridge, MA.: Abdul Latif Jameel Porverty Action Lab.
Ehrenberg, R., & Brewer, D. (1995). Did teachers’ verbal ability and race matter in the 1960’s? Coleman revisited. Economics of Education Review, 141, 1-21.
Ekiz, D. (2006). Mentoring primary school student teachers in Turkey: Seeing it from the perspectives of student teachers and mentors. International Education Journal, 7(7), 924-934.
European Commission/EACEA/Eurydice, (2013). Key Data on Teachers and School Leaders in Europe. 2013 Edition. Eurydice Report. Luxembourg: Publications Office of the European Union.
European Commission/EACEA/Eurydice, (2012). Key Data on Education in Europe. 2012 Edition. Eurydice Report. Brussels: Eurydice. doi: 10.2797/77414.
European Commission. (2010). Developing coherent and system-wide induction programmes for beginning teachers: a handbook for policy makers. Brussels: European Commission Directorate-General for Education and Culture.
European Union Official Website: http://europa.eu/index_en.htm
Europedia- European Encyclopedia on National Education Systems Website: https://webgate.ec.europa.eu/fpfis/mwikis/eurydice/index.php?title=Home
Eurostat- Key to European Statistics Website: http://epp.eurostat.ec.europa.eu/portal/page/portal/eurostat/home/
Feng, L. (2005). Hire today, gone tomorrow: The determinants of attrition among public school teachers (Unpublished doctoral dissertation). Tallahassee: Florida State University.
Ferguson, R., & Ladd, H. (1996). How and why money matters: An analysis of Alabama schools, In H.Ladd (Ed.), Holding schools accountable: Performance-based reform in education, 265-298. Washington, DC: Brookings Institute.
Florida State University. (2010, April 26). Poor quality teachers may prevent children from reaching reading potential, study finds. Science Daily. Retrieved July 19, 2015 from http://www.sciencedaily.com/releases/2010/04/100422153804.htm
Futernick, K. (2010). Incompetent teachers or dysfunctional systems? Kappan Magazine, 92(2), 59-64.
Garip, N. E. (2009). Okul yöneticilerinin göreve yeni başlayan öğretmenlerin örgütsel sosyalleşme sürecinde sosyalleştirme stratejilerini kullanma düzeylerinin incelenmesi: Tekirdağ ili örneği (Unpublished master’s thesis). Trakya University, Edirne.
Glaeser, E. L., Ponzetto, G. A. M., & Shleifer, A. (2007). Does democracy need education? Journal of Economic Growth, 12, 77-99.
Glewwe, P., Ilias, N., & Kremer, M. (2010). Teacher incentives. American Economic Journal: Applied Economics, 2(3), 205-227.
Goldhaber, D. (2002). The mistery of good teaching: Surveying the evidence on student achievement and teachers’ characteristics. Education Next, 2(1), 50-55.
Hanushek, E. A. (2007). The Economic Benefits of Improved Teacher Quality. Governance and Performance of Education Systems, in Nils C. Soquel and Pierre Jaccard (ed.). Netherlands: Springer, 107-135.
Hanushek, E. A. (2009). Teacher deselection. In Creating a New Teaching Profession, Dan Goldhaber and Jane Hannaway (eds.), p. 163-180. Washington, D.C.: Urban Institute Press.
Hanushek, E. A. (2011). The Economic Value of Higher Teacher Quality. Economics of Education Review, 30(3), 466-479.
Hanushek, E. A. (2012). Education Quality and Economic Growth. The 4 Percent Solution: Unleashing the Economic Growth America Needs, in Brendan Miniter (ed.). New York: Crown Business, 227-229.
Hanushek, E. A., Kain, J. F., & Rivkin, S. G. (2004). Why public schools lose teachers. Journal of Human Resources, 39(2), 326–354.
Hanushek, E. A., & Rivkin, S. G. (2010). Generalizations about Using Value-Added Measures of Teacher Quality. American Economic Review, 100(2), 267-271.
Hanushek, E. A., & Woessmann, R. (2007). Education quality and economic growth. Washington, D.C.: The World Bank.
Haycock, K., & Crawford, C. (2008). Closing the teacher quality gap. Poverty and Learning, 65(7), 14-19.
Hightower, A. M., Delgado, R. C., Lloyd, S. C., Wittenstein, R., Sellers, K., & Swanson, C. B. (2011). Improving student learning by supporting quality teaching: Key issues, effective strategies. Editorial Projects in Education. Bethesda, MD: EPE Research Center.
Jacob, B. A., & Lefrgen, L. (2004). The impact of teacher training on student achievement: Quasi-experimental evidence from school reform efforts in Chicago. Journal of Human Resources, 39(1), 50-79.
Jacob, B. A., & Ludwig, J. (2009). Improving educational outcomes for poor children. Focus, 26(2), 56-61.
Kane, T. J., Rockoff, J. E., & Staiger, D. O. (2006). What does certification tell us about teacher effectiveness? Evidence from New York City. NBER Working Paper 12155.
Kane, T. J., & Staiger, D. O. (2008). Estimating teacher impacts on student achievement: An experimental evaluation. NBER Working Paper No. 14607.
Kennedy, M. (1992). The problem of improving teacher quality while balancing supply and demand. In D. Guildford and E. Boe (eds). Teacher Supply, Demand, and Quality. (p. 65-108). Washington, D.C.: National Academy of Sciences.
Korkmaz, S. (1999). Göreve yeni başlayan öğretmenlerin mesleğe uyum sorunları (Unpublished master’s thesis). Kocaeli Üniversitesi, Kocaeli.
Leigh, A., & Mead, S. (2005). Lifting teacher performance. Policy Report, 4, 1-18.
Long, C. (2011, May 24). How do we increase teacher quality in low income schools? [Online newspaper article]. Retrieved from http:// neatoday.org /2011/05/24/ how-do-we-increase-teacher-quality-at-low-income-schools/
MEB-Ministry of Education, (2010). Hosgeldin Ögretmenim- Aday Ögretmen Kitabı. ISBN: 978-975-11-3491-2.
Murnane, R. J., & Phillips, B. R. (1991). What do effective teachers of inner-city children have in common? Social Science Research, 10, 83-100.
Nye, B., Konstantopoulos, S., & Hedges, L. V. (2004). How large are teacher effects? Educational Evaluation and Policy Analysis, 26(3), 237-257.
Okumuş, S., & Biber, B. (2011). A review of novice teachers’ relationships among their colleagues, peers and administrators studies: Aims, methodologies, general knowledge claims and suggestions. Western Anatolia Journal of Educational Sciences, special issue, 9-22.
Özkan, Y. (2004). Göreve yeni başlayan öğretmenlerin örgütsel sosyalleşme sürecinde okul yöneticilerinin görevlerine ilişkin algıları: Ordu ili örneği (Unpublished master’s thesis). Gazi University, Ankara.
Öztürk, M. (2008). Induction into teaching: Adaptation challenges of novice teachers (Unpublished master’s thesis). Middle East Technical University, Ankara.
Peske, H. G., & Haycock, K. (2006). Teaching inequality: How poor and minority students are shortchanged on teacher quality. The Education Trust, 6, 1-20.
Pritchett, L., & Viarengo, M. (2009). Producing superstars for the economic mundial: The Mexican predicament with quality of education. PEPG (Program on Education Policy and Governance) Working Paper 09-01.
Rau, T., & Contreras, D. (2009). Tournaments, gift exchanges, and the effect of monetary incentives for teachers: The case of Chile. Department of Economics Working Paper 305.
Rivkin, S. G., Hanushek, E. A., & Kain. J. F. (2005). Teachers, schools and academic achievement. Econometrica, 73, 417-458.
Rockoff, J. E. (2004). The impact of individual teachers on student achievement: Evidence from panel data. American Economic Review, 94, 247-252.
Rotherham, A. J. (2011, October 20). Blame game: Let’s talk honestly about bad teachers [Online newspaper article]. Retrieved from http://ideas.time.com/2011/10/20/blame-game-lets-talk-honestly-about-bad-teachers/
Sanders, W. L., & Rivers, J. C. (1996). Cumulative and residual effects of teachers on future student academic achievement. University of Tennessee Value-Added Research and Assessment Center Research Progress Report.
Simon, N. S., & Johnson, S. M. (2013). Teacher turnover in high-poverty schools: What we know and can do. The Ford Foundation Working Paper.
Taylor, J., Roehrig, A. D., Hensler, B. S., Connor, C. M., & Schatschneider, C. (2010). Teacher quality moderates the genetic effects on early reading. Science, 328(5977). doi: 10.1126/science.1186149