Teacher Induction Program: First Experience in Turkey

Çobanoğlu, Fatma; Ayvaz-Tuncel, Zeynep

doi:10.5539/ies.v11n6p99

Cited by 5 publications

(4 citation statements)

References 5 publications

(3 reference statements)

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“…Kemampuan awal guru untuk berhubungan dengan orang lain di sekolah, apakah mereka pemimpin sekolah atau guru lain dipandang penting. Hal ini sejalan pula dengan hasil penelitian dari Cobanoglu & Tuncel (2018) yang menyatakan bahwa mentor memiliki peran penting dalam mencapai tujuan program induksi dan berkontribusi pada pengembangan profesional guru pemula dengan pengalaman mereka.…”

Section: Pelaksanaan Program Induksi Guru Pemulaunclassified

“…Hasil pengamatan pembelajaran, guru pemula menjadi mengetahui model pembelajaran yang diterapkan dan mendapatkan pengalaman mengajar dari guru senior. Hal ini sejalan dengan hasil penelitian dari Cobanoglu & Tuncel (2018) yang menyatakan bahwa alasan diselenggarakannya program untuk guru pemula adalah agar memiliki lebih banyak pengalaman praktis sehingga dapat mengajar secara efektif di kelas mereka.…”

Section: Pelaksanaan Program Induksi Guru Pemulaunclassified

“…Hal ini relevan dengan hasil penelitian Cobanoglu & Tuncel (2018) yang menyatakan bahwa alasan diselenggarakannya program untuk guru pemula adalah agar memiliki lebih banyak pengalaman praktis sehingga dapat mengajar secara efektif di kelas mereka. Program induksi guru memberikan kontribusi kepada guru pemula dalam hal praktik mengajar, memperoleh kesadaran untuk proses manajemen, dan mungkin lebih efektif dengan beberapa pengaturan.…”

Section: Pelaksanaan Program Induksi Guru Pemulaunclassified

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Program Induksi Guru Pemula di Sekolah Dasar

Sugiyanto,

Sutama,

Wulandari

2023

JEE

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The existence of novice teachers starting to teach at school makes it necessary to implement a mentoring program for novice teachers. This research aims to describe the planning, implementation and control of the Beginner Teacher Induction Program. The type of research is qualitative ethnography. The research subjects were school principals, school supervisors, guidance teachers and novice teachers at Wonogiri Regency State Elementary Schools. Data collection techniques using interviews, observation and document analysis. Validity of data by triangulation of sources and techniques. Data analysis technique using the flow method. The data analysis process involves data collection, data reduction, display, verification and drawing conclusions. The research results show that the novice teacher induction program has run well. At the planning stage, activities are carried out to analyze the needs of novice teachers, determine participants, prepare guidebooks, appoint supervising teachers, prepare mentoring schedules and monitoring schedules. The implementation stage contains guidance activities consisting of guidance on the preparation of learning plans, guidance on implementation of learning, guidance on assessment of learning outcomes, improvement of learning, enrichment of material, and implementation of other relevant tasks. Control is carried out by school supervisors in implementation monitoring, coaching and assessment activities. Management of a beginner teacher induction program that is structured systematically and in a focused manner can enable novice teachers to adapt to the work environment and novice teachers can improve their competence as professional teachers. The existence of novice teachers starting to teach at school makes it necessary to implement a mentoring program for novice teachers. This research aims to describe the planning, implementation and control of the Beginner Teacher Induction Program. The type of research is qualitative ethnography. The research subjects were school principals, school supervisors, guidance teachers and novice teachers at Wonogiri Regency State Elementary Schools. Data collection techniques using interviews, observation and document analysis. Validity of data by triangulation of sources and techniques. Data analysis technique using the flow method. The data analysis process involves data collection, data reduction, display, verification and drawing conclusions. The research results show that the novice teacher induction program has run well. At the planning stage, activities are carried out to analyze the needs of novice teachers, determine participants, prepare guidebooks, appoint supervising teachers, prepare mentoring schedules and monitoring schedules. The implementation stage contains guidance activities consisting of guidance on the preparation of learning plans, guidance on implementation of learning, guidance on assessment of learning outcomes, improvement of learning, enrichment of material, and implementation of other relevant tasks. Control is carried out by school supervisors in implementation monitoring, coaching and assessment activities. Management of a beginner teacher induction program that is structured systematically and in a focused manner can enable novice teachers to adapt to the work environment and novice teachers can improve their competence as professional teachers.

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Section: Pelaksanaan Program Induksi Guru Pemulaunclassified

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Program Induksi Guru Pemula di Sekolah Dasar

Sugiyanto,

Sutama,

Wulandari

2023

JEE

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“…According to Cobanoglu and Ayvaz-Tuncel (2018), individual support from a mentor or a peer who shares the workload in a safe working environment serves the purpose of building the teacher's identity, reinforcing productivity, improving selfconfidence, reducing stress and anxiety, and motivating. Similarly, social support offered by a mentor serves the goals of socialization at school and in the workplace, as well as promoting cooperation.…”

Section: Having Cooperation and Support Among The Teammentioning

confidence: 99%

Coming-Out from the Comfort Zone: A Qualitative Study on the Lived Experiences of Public Elementary School Teacher-Broadcasters in the New Normal

Digal¹,

Deloy²

2022

IJRP

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This qualitative-phenomenological study described the lived experiences of Teacher-Broadcasters in Radio and Television-Based Instruction in the New Normal. This study was gleaned on Albert Bandura's Social Learning Theory, Abraham Maslow's Humanistic Theory in Psychology, and John Dewey's Theory of Progressive Education in 1938. The participants of this study were the public elementary school teacher-broadcasters in radio and television-based instruction. Fourteen (14) teachers participated in the in-depth interview and focus group discussion. They were selected using the purposive sampling method. There were challenges emerged namely: struggles for being inexperienced in broadcasting; challenges in facility and technical application; stress, hesitations, and pressures due to overloaded tasks and roles; time constraints and sacrifices along the process; happiness and sense of fulfillment on the experience; and discontentment on the finish product or recording. To address those challenges, they mentioned their ways of coping: doing necessary preparations; having positive disposition; allocating time properly; having cooperation and support among the team; exploring different means to improve quality output; and being open for corrections and improvements. They also cited insights they could share to others: passion towards the task given; provision of resources; provision of trainings and seminars; call for support from members of the academe; and provision of rewards for being broadcasters. With the results, it was revealed that teacher-broadcasters need sufficient training and resources to be able to function effectively on the different roles they portray in broadcasting. They also asked for support from their fellow broadcasters, colleagues, and school heads not just on the material resources but also moral support for the attainment of the purpose of radio and television-based instruction in the new normal. Furthermore, the results emphasized that teachers should be passionate to their profession and tasks given to them so that learners may receive the quality content material that may help them in acquiring the competencies to learn meaningfully. Keywords: lived experiences, teacher-broadcaster, radio and television-based instruction, qualitative-phenomenological study, Tagum City Division INTRODUCTIONTeachers provide basic knowledge that students need to survive and to live in society. They teach learners with the utmost care and quality education. In this new normal education, the Department of Education utilizes distance learning modalities such as radio and television-based instruction. It is realized to reach learners with no internet connection and who are from marginalized sectors. With this, some teachers chose to do the broadcasting in response to the need. Teachers found broadcasting a challenge in preparing the content material from broadcasting to video editing due to time constraints, resources, proper venue, support from administration, and teacher's competence and skills.In Jakarta, Indonesia...

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