Tarih: Date
The teacher education process is considered as a long-term, multi-dimensional and multi-stage research and application area that includes pre-service teacher education and practices for the professional development of teachers starting their profession. In this process, it can be stated that researches aimed at improving the qualifications of programs and applications in all dimensions and stages will contribute to teacher education and indirectly, the implementation of education systems and education programs more effectively and efficiently. In this context, the examination of teachers 'first year experiences’ in the profession after the pre-service education period, discovering the changes in teachers' visions in this process and determining the problems they encounter reveal important findings for the development of both pre-service teacher training programs and programs and practices for the professional development of teachers.
The first years of teachers in the profession are described as a critical period in which they can experience two separate world paradigms (pre-service teacher education - real classroom environment) and reality shock. Working at Eskişehir Osmangazi University, Dr. Onur Ergünay conducted a multi-case study on the changes in the visions of prospective teachers and the difficulties they faced during this critical period in his doctoral dissertation research, which he completed in 2018 at Anadolu University Institute of Educational Sciences, Curriculum and Instruction Program.
On May 4, 2021, Dr. Onur Ergünay shared his experiences as a researcher during his doctoral thesis research with graduate students in the ELEP 591 Seminar Course with the moderation of Prof. Dr. Belgin Aydın. In this context, a useful information sharing was realized, including forming the theoretical and conceptual framework of a research, determining the research purpose and questions, choosing the case study research design, presenting the findings, and reflecting on the thesis research process.
