A Metaphorical Analysis of Novice Teachers' Perceptions Concerning First Year in Teaching, Induction Process, School Administrators and Mentor Teacher

The aim of this study is to determine the perceptions of novice teachers about the first year in teaching, induction process, school administrators and mentor teacher through metaphors. This research designed as a qualitative study was carried out with 120 novice teachers working in Van province, Tu...

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Bibliographic Details
Published in:Educational research quarterly 2018-09, Vol.42 (1), p.3-44
Main Author: Kozikoglu, Ishak
Format: Article
Language:English
Subjects:
Adaptation
Administrators
Anxiety
Beginning Teacher Induction
Beginning Teachers
Connotation
Content analysis
Discourse Analysis
Educational Environment
Figurative Language
Foreign Countries
Language Usage
Mentors
Metaphor
Negative Attitudes
Perceptions
Power Structure
Professional development
Qualitative research
Research design
School Administration
Success
Teacher Administrator Relationship
Teacher Attitudes
Teacher education
Teacher Effectiveness
Teaching
Teaching Methods
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Summary:The aim of this study is to determine the perceptions of novice teachers about the first year in teaching, induction process, school administrators and mentor teacher through metaphors. This research designed as a qualitative study was carried out with 120 novice teachers working in Van province, Turkey. The data of the research were obtained by a survey form. In the analysis of the data, content analysis technique was used. As a result of the research, it was found that a large majority of novice teachers used metaphors concerning first year in teaching with negative connotations such as lack of experience, difficult process, disappointment; most of the novice teachers used metaphors concerning induction process with negative connotations such as a difficult process, feeling of oppression, anxiety of not becoming a teacher, and not being seen as a teacher; nearly half of the novice teachers used metaphors concerning school administrators with negative connotations such as power element/oppressive, variability, symbol of formality, unfairness, and indifference; the vast majority of novice teachers have a positive view of their mentor teachers seeing them as supporters or guides, but approximately one quarter of them used metaphors that described mentor teacher as oppressive and ineffective.
ISSN:0196-5042