Article Reviews and Analysis

by:
KOMALAH THARMALINGAM (PQE170004)
HEMALATHA SELLUPILLAI (PQE170018)
 Title/Abstract
Article 1: Article 2:
Novice Non-Native English Teachers’ Reflection on Their
A study of Novice Teachers: Challenges and Supports in the Teacher Education Programmes and Their First Years of
First Year Teaching
 Introduction
Article 2:
Article 1: Novice Non-Native English Teachers’ Reflection on
A study of Novice Teachers: Challenges and Supports in
Their Teacher Education Programmes and Their First Years of
the First Year
Teaching

• North American context • Turkish context

– (Anderson, 2000; Ingersoll & Smith,2003; Maciejewski, 2007) – Diff. between academic course content in lang. teacher preparation
programme & real conditions in classroom ---sets a gap
• 40–50% of teachers exit the profession within their first
five years
– (Joiner & Edwards, 2008). – (Cochran-Smith, 2004; Darling-Hammond, 2003) Despite good intention
of teacher education programme, the first year of teaching have long
• teacher retention problem
term implication ;
– inexperienced, uncertified and under-qualified
job satisfaction & length of career
teachers
– sink or swim situaiton
– (Senom, Zakaria & Shah, 2013)
– inadequate socialization structure
Challenges faced by novice English teachers in M’sia
– (Darling-Hammond, 2000; Wilson, Flodent, & Ferrini- (students, parents, school community, teaching profession)
Mundy, 2001).
• a quality education to students – Challenges in teaching profession
– staff schools with highly qualified personnel - expected performance standard at school
- norms & behaviors that with previous experiences

***What second lang. teacher education need to emphasize more &

how it would benefit novice teachers’ future teaching practice?
 Purpose of Study

Article 1: Article 2:
A study of Novice Teachers: Challenges and Supports in The Novice Non-Native English Teachers’ Reflection on Their
the First Year
Teacher Education Programmes and Their First Years of
Teaching
• to documents
• To investigate novice English as a foreign language (EFL)
– experience of first, second and third year teachers in
teachers’ perceptions on;
Ontario
• availability of support
- preparedness to teach
• transisition period of government teacher
training program
• pre-service to in-service - challenges encountered in first years of teaching
(primary & secondary schools)
 Statement of Problem
Article 2:
Article 1: The Novice Non-Native English Teachers’ Reflection on Their
A study of Novice Teachers: Challenges and Supports in the Teacher Education Programmes and Their First Years of
First Year Teaching

• gaps in existing literature

Diff. between academic course content in lang. teacher
– voice of novice teachers
preparation programme & real conditions in classroom ---
• redefining ways to meet the challenges sets a gap
– Ontario context
• teachers in first year teaching experience
• experience and challenges

*** include the voice of those for whom the changes are being
implemented
What second lang. teacher education need to emphasize
more & how it would benefit novice teachers’
future teaching practice?
 Research Questions
Article 1:
A study of Novice Teachers: Challenges and Supports in the
First Year
1. What are the major challenges new teachers face in their
first years of teaching?
2. What existing supports were available to assist new
teachers?
3. What supports would have mitigated the challenges they
faced as a new teacher?
4. What role did induction and mentorship play in their
experiences as a new teacher in Ontario?
5. How can induction practices and mentorship programs better
address the needs of beginning teachers in Ontario?
Article 2:
The Novice Non-Native English Teachers’ Reflection on Their
Teacher Education Programmes and Their First Years of
Teaching
1. What are novice Turkish EFL teachers’ opinions about
their teacher education programs?
2. What parts of a language teacher education program
have novice Turkish EFL teachers found useful and why?
3. What concerns and difficulties do novice Turkish EFL
teachers have in their first year of teaching in the Turkish
context?
 Significance
Article 2:
Article 1: The Novice Non-Native English Teachers’ Reflection on Their
A study of Novice Teachers: Challenges and Supports in the Teacher Education Programmes and Their First Years of
First Year Teaching

• effectiveness of a program • effectiveness of teacher education program

• being conducted
• future plannings
- TESOL programmers for preparing teacher candidates to
• voice of novice teachers
work effectively with English lang. learners.
• derive insight and understanding to inform
policymakers, administrators and other major
stakeholders in education
 Methodology and Research Design
Article 1: Article 2:
A study of Novice Teachers: Challenges and Supports in The Novice Non-Native English Teachers’ Reflection on Their
the First Year Teacher Education Programmes and Their First Years of Teaching

• Case study • Exploratory research

• a mixed method approach
• quantitative - a formal qualitative research
• Likert-scale questions and analysis of the online – a case study
survey • focus group interview
• qualitative
• open-ended survey questions and follow-up - collect data and allow patterns to emerge; to define
interviews
problems & explain causal links in real life interventions.

- concern emerged in a context-explore novice teachers’

attitudes towards their teacher education programme &
challenges faced in teaching.
 Sample and Participants
Article 1:
A study of Novice Teachers: Challenges and Supports in
the First Year
• 86 graduates (classes of 2004 - 2006) was chosen as
sample
• three years or less teaching experience
• taught in a traditional classroom setting
• 54 graduates responded online survey
• 52 female, 2 male
• 5 graduates - interviewed
Article 2:
The Novice Non-Native English Teachers’ Reflection on
Their Teacher Education Programmes and Their First Years
of Teaching
• Context
(a) Foreign Language Education department in the Faculty of
Education - English medium university in Istanbul (Turkey)
(b) Programme offered - School Experience and Teaching
Practicum in cooperating schools/ language learning skills/linguistic
& literature/ lang.testing, materials development, syllabus teaching/
approaches to foreign lang. teaching.
• Participants
(a) 55 novice EFL teachers in Marmara region
(50 female & 5 male)
- age ranged from 23-27 years
- 29 (teaching young learners K-4)
- 26 (teaching in secondary & high school levels)
(b) less than 3 years of teaching experiences
 Data Collection Method
Article 2:
Article 1: The Novice Non-Native English Teachers’ Reflection on
A study of Novice Teachers: Challenges and Supports in Their Teacher Education Programmes and Their First Years
the First Year of Teaching

Questionnaire
Questionnaire adapted to
William - Pettway
Turkish context
- Close-ended & Open-ended - 7 quests.
- Survey of Teacher Education added for open-ended
Program (STEP) (structure & content of TEP)
- for surveying teachers’
satisfaction on TEP
Data
collection

Focus Group Interview
- National Council for the Accreditation
- 15 volunteer teachers
- open-ended
- Concerns & difficulties faced in
teaching
Components
of Teachers’ Education accreditation
process
- Knowledge & skills
- Disposition & field experience
- Quality of instructions
 Data Analysis
Article 1: Article 2:
A study of Novice Teachers: Challenges and Supports The Novice Non-Native English Teachers’ Reflection on Their
in the First Year Teacher Education Programmes and Their First Years of
Teaching
• analysis • analysis
• quantitative – closed-ended items
• Likert-scale questions and analysis of the online > frequency & percentages
survey
• correlation analysis – Open-ended focus group interviews
• factor analysis > content
• SPSS
• qualitative • constant comparative method
• open-ended survey questions and follow-up
interviews
• coding/theme analysis
• triangulation of data
 Results and Findings
Article 1: Article 2:
A study of Novice Teachers: Challenges and Supports in The Novice Non-Native English Teachers’ Reflection on Their
the First Year Teacher Education Programmes and Their First Years of
Teaching
• 15 challenges identified in literature
• hiring practices • Opinions on TEP
• meeting special needs – the strength & weaknesses
• amount of classroom resources
– peer teaching
• classroom management
– university supervisors
• salary
• communication with parents/admins
– Coursework

• 2 factors (dominant)
• Challenges & concerns in first year of teaching
• ample time to prepare
• mentorship status
– The communicative approach
• factor analysis and case studies analysis
– Students unwillingness & disabilities to learn

BACK
BACK
 Results and Findings
• Data Analysis

BACK
Findings:The Teacher Education Programme
STRENGTHS
• provides good foundation of Eng.lang
teaching
• 85% (47 teachers) TEP gave them
prac. to teach in schl setting- could test
their skills and knowledge at diff. levels.
• 77% (43 teachers) stimulated critical
thinking & problem solving skills in
context.
• 88% (48 teachers) learn a variety of
teaching strategies & how to adjust it
accordingly.
WEAKNESSES
• less teaching practice offered
• less teaching opportunities in young
learner classrooms
• less instructions in dealing with
classroom management problems.
• no practicial courses in addressing
students with learning disabilities
• more emphasis on theory rather than
practice
• emphasis was on coursework rather
than teaching practice
The findings: Peer teaching

Al emphasised on the
importance of
“School Experience and
Teaching Practicum”
NOT peer teaching.
Findings : University supervisors

Supervisors have
no/less experience in
teaching and so they are
not capable enough to
assist
Findings : Coursework

The coursework would have

been better if their teacher
educators had offered more
guidance to improve teacher
learners’ language
proficiency.

BACK
 Discussions
Article 1: Article 2:
A study of Novice Teachers: Challenges and Supports in the The Novice Non-Native English Teachers’ Reflection on Their
First Year Teacher Education Programmes and Their First Years of
Teaching

• Q1:What are the major challenges new teachers face in

their first years of teaching? • Emphasis on theory than practice
• the five thematic challenges (factor analysis)
• Ackan and Tatar’s (2010) study
• Q2:What existing supports were available to assist new
teachers?
• Collaboration with experienced colleagues – university supervisor & cooperating teacher
• grade and divisional teams
• team teaching
• informal mentorship
• Administrator
• promoted a collaborative school culture and
resource model
• open to questions
 Discussions (CONT...)
Article 1:
A study of Novice Teachers: Challenges and Supports in
the First Year

• Q3: What supports would have mitigated the challenges

faced as a new teacher?
• need for pre-service programs
• increased exposure to practical tasks
• wealth of district-sponsored support and professional
development opportunities
• district hiring practices
• Q4: What role did induction and mentorship play in
experiences as a new teacher in Ontario?
• mentor selection process
• issues surrounding mentor qualifications
 Discussions (CONT...)
Article 1:
A study of Novice Teachers: Challenges and Supports in
the First Year
• Q5: How can induction practices and mentorship programs
better address the needs of beginning teachers in Ontario?
• expressed the need for qualified mentors
• preference to select to work with an experienced
teacher
• increased time to work with mentors
• develop the essential knowledge and skills
(individualised needs)
 Implication for further research
Article 2:
Article 1:
The Novice Non-Native English Teachers’ Reflection on Their
A study of Novice Teachers: Challenges and Supports in the
Teacher Education Programmes and Their First Years of
First Year
Teaching
• Administrator role
• train administrators • Role of school administrators
• effective leaders in the mentorship process – short supervision training programme
• new teachers’ perceptions of the influence of the
administrator role on their experiences as a beginning
• Lack of data in area of study
teacher (vice versa)
– improvisation in the TEP
• Mentor selection
• district mentor selection processes '
• Online support group
• mentor criteria
– collaborative discussions with the same concern
• Hiring practices group of teachers
• district hiring practices need to be reviewed