Suchergebnisse

: This research aimed to explore the characteristics of the teachers who make a difference along with the activities they did, the actions they took and the contributions they made to society. Having a qualitative research design, this research utilized a phenomenological design. The working group of the research consisted of 12 volunteer teachers who completed their master degree at the department of Educational Sciences in Kahramanmaraş Sütçü İmam University during the 2018-2019 academic year and who had teaching experience. The research employed semi-structured interview form prepared by the researchers. Content analysis was used during data analysis. The teachers making a difference were found to differ from their colleagues with these characteristics such as taking responsibility in the solution of the social problems, producing practical solutions to problems, being open to criticism, having a unique personality. The teachers were determined to make a difference by doing social activities, solving social problems, guiding the society and bringing innovation. Besides, they demonstrated some behaviours like breaking out of the routine and not following the procedures. Various recommendations were provided in order to raise teachers who make a difference. Formal procedures should be reduced and free/democratic environment should be created during in-service training, while teachers should be specifically selected for the profession and faculty members should be role models during pre-service training. The teachers who make a difference contributed to the social integrity, development, meeting the needs of the society, bringing individuals into society and making individuals gain values.

The present case study was designed to examine factors that facilitate the adaptation process of science teachers who were appointed or transferred to state schools, the challenges they encountered, and how they coped with these challenges. It was carried out with the participation of six science teachers (three males, three females) working at state middle schools in Turkey. The data were gathered through interviews with the teachers and analyzed through content analysis using the NVivo program. The research results reveal that the prominent factors that facilitate teachers' adaptation to school environments are their professional love, interest in students, effective communication, self-confidence, and empathy. It is also revealed that they encounter challenges with regard to teaching processes and teaching programs (e.g., incompetence in using instructional methods and techniques within the framework of the constructivist approach), the legislation/regulations by the Ministry of National Education (MoNE; e.g., extensive paperwork), school environment (e.g., physical inadequacies of the school), and discipline (e.g., establishing and maintaining classroom management). Finally, the findings indicate that teachers endeavor to overcome these challenges through cooperation with school administrators, colleagues, guidance counselors, and close relatives, and by accessing the needed information on the Internet (e.g., downloading annual and weekly plans).

The present case study was designed to examine factors that facilitate the adaptation process of science teachers who were appointed or transferred to state schools, the challenges they encountered, and how they coped with these challenges. It was carried out with the participation of six science teachers (three males, three females) working at state middle schools in Turkey. The data were gathered through interviews with the teachers and analyzed through content analysis using the NVivo program. The research results reveal that the prominent factors that facilitate teachers' adaptation to school environments are their professional love, interest in students, effective communication, self-confidence, and empathy. It is also revealed that they encounter challenges with regard to teaching processes and teaching programs (e.g., incompetence in using instructional methods and techniques within the framework of the constructivist approach), the legislation/regulations by the Ministry of National Education (MoNE; e.g., extensive paperwork), school environment (e.g., physical inadequacies of the school), and discipline (e.g., establishing and maintaining classroom management). Finally, the findings indicate that teachers endeavor to overcome these challenges through cooperation with school administrators, colleagues, guidance counselors, and close relatives, and by accessing the needed information on the Internet (e.g., downloading annual and weekly plans).