The first experiences of newly appointed primary education teachers

The main purpose of this study is to reveal the first experiences of newly appointed primary education teachers. In line with this basic purpose, the professional knowledge and competence of the primary education teachers when they first started to work, their first experiences in their classes and their suggestions to their new colleagues were determined. In this research, the first experiences of newly appointed primary education teachers were examined with a qualitative approach. Descriptive analysis method was used to collect and evaluate the data. Criterion sampling method was used to determine the study group. In order to reveal the experiences, feelings and perceptions of the newly primary education primary teachers, the criteria of "graduating from primary school undergraduate program and having worked in private or public schools for at least one, at most three years" were determined as the main criteria for the selection of the participants. The primary education teachers who met the defined criteria were contacted and 24 classroom teachers who volunteered to participate voluntarily formed the participants of the study. A semi-structured interview form was used to reveal the opinions of the participants in the study regarding their experiences at the beginning. An open-ended questionnaire was applied to the primary education teachers in the study group. As the participants of the study group were located in different cities and regions, interviews were conducted via telephone and internet. In addition, the semi - structured interview form was sent to the participants via e - mail and the interviews were repeated and the researchers were asked to describe their first lecture experiences in writing. Voice recordings and written recordings obtained from the interviews with the primary education teachers were transferred to the Word program by the researcher. Content analysis technique was used in the analysis of the obtained data. Primary education stated that the School Experience and Teaching Practice I - II courses they received in undergraduate education had a positive effect on their professional skills. It was determined that none of the teachers considered themselves highly qualified. In addition, it has been found that the new class teachers who have started to work in general consider themselves inexperienced and inadequate in terms of professional knowledge and competence. In addition, it has been concluded that classroom teachers are confident that they can be successful by gaining experience. Primary education teachers feel excited, anxious, fearful, happy, sad and lonely when they first go to work. In the study, it was concluded that classroom teachers considered themselves sufficient in their communication skills. The reasons for the problems faced by primary education teachers can be grouped under the headings of school adaptation process, parents' indifference, difficulties of unified classroom practice, inexperience and different mother tongue. Looking at the feelings of the primary education teachers at the end of the first lecture day, it was concluded that primary education teachers felt happiness, strain, hope, success, failure, labor and concern. At the end of this process, it was determined that although teachers experienced some negative effects in general, they felt happy in general. Persons whom the primary education teachers receive support in overcoming the problems can be grouped under the headings of research articles, parents, family, national education principals, headman, school administration and colleagues