Inside Their Minds: Novice Teacher Beliefs and Illustrative Outcomes

Wayne Trotman, Turkey

Dr. Wayne Trotman is a teacher trainer and educator at Izmir Katip Çelebi University in Turkey, where he also supervises a teacher research group. His own research interests include the novice teacher experience, reflective peer observation, and investigating teacher engagement in research. E-mail: waynetrotman@gmail.com

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Abstract
Introduction
Methodology
Research question
Context and participants
Data generation and collection
Analysis and findings
Part One: Analysis of the qualities of a successful language teacher
Illustrative outcomes for training (1)
Part Two: Analysis of the notions of classroom management
Illustrative outcomes for training (2)
Part Three: Analysis of dealing with disruption
Illustrative outcomes for training (3)
Part Four: Analysis of relationships with students
Illustrative outcomes for training (4)
Conclusion
Implications
References
Appendix

Abstract

This article outlines research into the beliefs of five novice teachers working in a higher education context in Turkey. After analysing transcripts of interviews with each participant the resulting data were categorised in order to locate illustrative outcomes based upon participants’ responses relating to four topics. It is hoped the outcomes will have resonance for teacher-educators elsewhere who might with these insights enhance their training programmes for novice teachers.

Introduction

Farrell (2009: 182) states that ‘Many teacher educators, teachers, students, administrators, and even novice teachers themselves assume that once novice teachers have graduated, they will be able to apply what they have learned in teacher-preparation programs during their first year of teaching.’ Farrell comments on how during the first-year ‘reality shock’ (Veenman, 1984: 143) their ideals are replaced by the realities of the school. In order to pre-empt such a shock, this article reports on the beliefs of five novice English language teachers in Turkey and investigates the four most dominant themes that became apparent during in-house training sessions and semi-structured interviews using questions available in the Appendix. Table One lists these four areas:

Table One: Four research themes

This study involves data analysis in order to generate what Richards (2011) terms ‘illustrative outcomes’ i.e. how to act upon what the data analysis reveals. By drawing attention to features of interest and relating these to broader issues, it is hoped this study will have resonance with teacher-educators working on teacher-preparation programs.

Methodology

Research question

Mann and Tang (2012) state that novice teachers are too often left to cope alone with what may quickly become a heavy burden. Although much research has been carried out concerning teacher beliefs in general, most notably by Borg (2008) and more specifically among practising novice teachers working from journal accounts (Gün, Üstünlüoğlü and Yürekli, 2010), the aim of this study was as follows: In order to pre-empt and thus perhaps prevent the ‘reality shock’ that Veenman ( 1984: 143) refers to, what do novice teachers reveal that teacher-educators might implement in their programmes?

Context and participants

The site in which the research was carried out was the School of Foreign Languages at one of Turkey’s most recently established state universities. At that time it consisted of twenty-two Turkish teachers of English who were without classroom duties for one semester as they were preparing for the first student intake. As they had all either only recently graduated or been involved in limited or no language teaching, five of the 22 teachers were categorised as novices. All were aged 22 – 25, and about to begin their first teaching post. Further details of the five appear in Table Two.

Table Two: Participant vignettes

Data generation and collection

Interviews with each of the five novice teachers took place in English and invited their opinions on the four themes in Table One. With the permission of each teacher, all interviews were recorded and a transcript of each was written up by myself. Throughout the study participants were offered the opportunity for ‘member checks’ to validate my accounts. Anonymity was provided in order to guard the identity of the novice teacher participants. It should be noted, however, that in qualitative research such anonymity is often elusive and, as Richards (2011) points out, there is always a need for particular sensitivity, while Walford (2006: 84) cautions that confidentiality and anonymity are often impossible to offer.

Analysis and findings

Analysis of transcripts of interviews took place using Saldana’s (2012: 12) first cycle codes to theory model for qualitative inquiry, and more specifically the elemental methods of structural and descriptive. In this manner, analysis of teacher comments on the four topics were categorised and sub-categorised. Following this themes and concepts were used to build a theory which is outlined in illustrative outcomes for training.

Part One: Analysis of the qualities of a successful language teacher

The first topic focused on novice teachers’ beliefs concerning the qualities of a successful language teacher. A personal language focus was evident, with three of the five novice teachers emphasising the importance of, and perhaps anxiety for, having a high degree of personal linguistic competence. Teacher A indicates how such ability may result from continued study, while Teachers C and D stress competency and command, possibly also not wishing to lose face in front of their students. A second category concerning successful teacher traits was felt by the same three to be an ability to empathize with student’s difficulties in understanding. This teacher quality could perhaps be related to the first in that a high level of personal linguistic ability would enable teachers more easily to locate shortcomings among their classes of language learners.

Table Three: Qualities of a successful language teacher

Illustrative outcomes for training (1)

If the predominant belief that the qualities to be found in a successful language teacher concern linguistic ability, then it is important to ensure novice teachers are provided with in-service language support. Such work on extending their own linguistic competence would enable them to develop the ability to empathize with student language learning difficulty.

Part Two: Analysis of the notions of classroom management

Responding to the question of their notions of classroom management, the first category emerging concerned the belief in creating the correct learning environment, although negotiation and power also appeared to be issues at the forefront of the minds of Teachers C and D.

Table Four: Notions of classroom management

Illustrative outcomes for training (2)

Investigating what might be considered a ‘satisfactory learning environment’ would be a fruitful approach towards the means of being able to develop such an atmosphere for learning. Secondly, it is perhaps questionable that classroom management might be a negotiable feature, and discussion as to what exactly the classroom role of the teacher and students is, might also be valuable. Finally, since power and control would seem to be urgent matters, discussion with novice teachers on gaining and keeping respect, along with occasionally being able to hand over classroom power to learners would prove useful.

Part Three: Analysis of dealing with disruption

Concerning dealing with disruption to their lesson, while the means of admonishment ranged from verbal, body language and confrontation, it is interesting to note that two teachers believe students would respond better if warned in the target language. In terms of confrontation, two feel dismissing students from the room is acceptable in a higher education, i.e. adult context, while the other three illustrate three means of avoiding such extreme action.

Table Five: Dealing with disruption

Illustrative outcomes for training (3)

Discussion with novice teachers as to the appropriateness of using the L1 or the target language when disciplining students might generate rich discussion, especially concerning precise phrases to use, while ole-playing typical classroom discipline scenarios might reduce the possibility of being confrontational.

Part Four: Analysis of relationships with students

With regard to establishing good relationships with the class, help with overcoming initial prejudices towards learning English might be given by guidance and encouragement. Contrasting views were offered on how to maintain the relationship: via being available outside lesson time and via support from a higher authority.

Table Six: Relationships with students

Illustrative outcomes for training (4)

Being available outside the classroom, showing real concern for student issues, along with providing support and encouragement when necessary, are all topics trainers and educators might like to discuss with novice teachers. At the same time, as control and discipline are clearly a worry to novice teachers; they need to know who to turn to for professional advice and support.

Conclusion

Analysis using Saldana’s (2012: 12) first cycle codes to theory model for qualitative inquiry firstly reveals the novice teacher belief that the qualities to be found in a successful language teacher concern linguistic ability and the ability to empathize with student language learning difficulty. Secondly, with regard to managing the classroom, novice teachers emphasised both the importance of establishing a suitable environment, whilst also indicating that although teacher-control of the classroom might be a negotiable feature, it is still uppermost in their minds. Regarding dealing with disruption to their lesson, the use of the target language and negotiation would appear to be preferred for disciplining students. In terms of confrontation, dismissing students from the classroom is felt to be acceptable in some cases while, more encouragingly, also illustrated are the means of warding off such an eventuality. With regard to relationships with students, this was seen as a major concern of novice teachers.

Implications

By taking note of categories, sub-categories, and theories emerging from the data analysis in the form of illustrative outcomes for training they tend to suggest, when planning programmes for them, teacher-educators may be able to take into consideration issues raised above that would appear to be important in the developmental process of the novice teacher experience.

References

Borg, S. (2008), Teacher Cognition and Language Education. Bloomsbury Publishing.

Farrell, T.S.C, (2009), The Novice Teacher Experience. Chapter 18 in The Cambridge Guide to Second Language Teacher Education. Ed: Anne Burns and Jack C. Richards. Cambridge University Press 2009.

Gün, B. Üstünlüoğlü, E. and Yürekli, A. (2010), Listening and Responding to Novice Teachers’ Inner Voices. Humanising Language Teaching, 2010: 3.

Mann, S. and Hau Hing Tang, E. (2012), The Role of Mentoring in Supporting Novice English Teachers in Hong Kong. TESOL Quarterly Vol 46, No. 3.

Richards, K. (2011), Case Studies. In E. Hinkel (Ed.), Handbook of Research in Second Language Teaching and Learning (Vol. 2, pp 207 – 221). London, England: Routledge.

Saldana, J. (2009), The Coding Manual for Qualitative Researchers. SAGE Publishing.

Veenman, S. (1984), Perceived problems of beginning teachers. Review of Educational Research, 54, 143-178.

Walford, G. (2006), Research Ethical Guidelines and Anonymity, International Journal of Research & Method in Education, 28: 1, 83-93.

Appendix

Some people feel it’s possible to identify the qualities of a successful teacher.

What do you think the qualities of a successful teacher might be?

A lot of research says that classroom management is important.

When I use the phrase “classroom management”, what comes to mind?
How would you make sure your classroom was well managed?
How would you deal with disruptive students?

Let’s talk a bit now about relationships in the classroom.

How important do you think it is for a teacher to establish good relationships with students?
How is it possible to maintain good relationships with students?
What would you do if relationships began to turn difficult?

So far we’ve talked about (the above)

Would you like to add anything to what you’ve said today?

Please check the Teaching Advanced Students course at Pilgrims website.
Please check the How the Motivate your Students course at Pilgrims website.
Please check the Building Positive Group Dynamics course at Pilgrims website.
Please check the How to be a Teacher Trainer course at Pilgrims website.