An Analysis of the problems of beginning teachers to develop an induction program for the basic English departments of Turkish universities

Abstract

ABSTRACT Title : An analysis of the problems of beginning teachers to develop an induction program for the Basic English Departments of Turkish Universities. Author : Seda Korukçu Thesis Chairperson : Prof. Theodore Rodgers, Bilkent University, MA TEFL Program^ Thesis Members : Dr. Susan Bosher, Ms. Bena Gul Peker Bilkent university, MA TEFL Program. This descriptive study was aimed at determining the problems of beginning teachers so as to develop an induction program for the Basic English Departments of the universities in Turkey. The study was conducted at eight English-medium universities in Turkey that have both Departments Basic English that provide a one year intensive program of English and English Language Teaching Departments. The participants were 67 ELT students in their fourth year of preservice teacher education and 28 beginning teachers who started teaching in September 1995. The data were collected through questionnaires and analyzed in terms pf means, standard deviations, frequencies and percentages by using a computer program called SPSS.m The present study addressed three specific research questions. The first research question intended to determine the problems of beginning teachers. The responses to the questionnaires suggested that teaching methods, classroom management, lesson planning and motivation of students were the most problematic areas that beginning teachers need further training on in an induction program before and during their first year pf experience. The second research question asked the opinions pf fourth year ELT students about the problems they think: they may encounter when they start teaching. Similar to beginning teachers, fourth year ELT students also stated that they might have problems in terms of classroom management, lesson planning and motivation of students. In addition, they pointed out their concerns about, teaching certain skills such as listening and speaking. The third research question considered what skills and areas should be covered in an induction program. As the responses of the participants in both groups suggested, an induction program should provide beginning teachers with information mainly on different teaching methods, classroom management, lesson planning and motivation of students. According to the results of the data, beginning teachers and fourth year ELT students that will startIV teaching in four months needed further training on the areas in which they feel less competent and this training can be provided by an induction program that aims at helping and giving guidance to beginning teachers.