The Role of Experienced Teachers in Teacher Development

Abstract

This study investigates teachers’ perceptions of teacher development practices in Turkey, specifically the role of experienced teachers’ in improving teaching/learning. It also looks at whether experienced teachers are helping new teachers, and the areas in which experienced teachers can help new teachers. A survey was used to collect data on the role of experienced teachers in teaching/learning, on the activities in which they are involved, and their comments and recommendations. The population of this study includes all public elementary school teachers in the province of Ankara, Turkey. A representative sample of 500 subjects from 52 schools was selected. Responses to the study questionnaire by a sample of 313 public school teachers, which is a close representation of the population by gender and school type, indicate that although the respondents overwhelmingly feel that experienced teachers should help new teachers, almost one half of the respondents believe that experienced teachers do not help new teachers. Most of the participants think that experienced teachers do not help new teachers because new teachers are not asking for help, and many of them also believe that helping new teachers might be interpreted as interference. Some of the ways the respondents suggested experienced teachers can help beginners were: giving them moral support and creating an environment in which teachers can be open and sincere about their problems and fears, inviting beginning teachers to their classrooms and giving sample lessons, and helping them to get to know their environment.