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    An investigation on self-regulation activities of novice middle school mathematics teachers
    (Duzce University, Faculty of Education, 2022) Gürel, Ramazan; Bozkurt, Erhan; Yıldız, Pınar; Özdemir, İ. Elif Yetkin
    This study employed a qualitative research design to describe and analyze self-regulation processes (monitoring and control) of the novice middle school mathematics teachers in terms of teaching activities. The participants consisted of six mathematics teachers with five or less years of teaching experience. The data of the study were mainly collected through the observations of the lessons taught by the teachers and semi-structured interviews conducted with the teachers. The results revealed that the teachers' monitoring and control behaviors were affected by the goals they set. With regard to student-oriented monitoring, they generally focused on the cognitive development of the students. Compared to student-oriented monitoring, teaching-oriented monitoring was rarely observed. The most obvious control behaviors of the teachers were emphasizing the rules and algorithms, and taking responsibility for completing the task in challenging situations. It was also revealed that the teachers did not monitor carefully and systematically, and as a result, the mistakes they made during the teaching process were not noticed. These results highlight the need for pre-and in-service training programs that will aid in the development of monitoring and control skills in novice middle school mathematics teachers. © 2022, Duzce University, Faculty of Education. All rights reserved.
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    Self-Reflection Processes of the Novice Middle School Mathematics Teachers *
    (Turkish Education Assoc, 2022) Bozkurt, Erhan; Yildiz, Pinar; Gurel, Ramazan; Ozdemir, Iffet Elif Yetkin
    In this case study the aim is to examine the self-reflection processes (self-evaluation, causal attribution, emotional reactions and inferences) of novice mathematics teachers. The participants were six middle school (grades of 5-8) mathematics teachers who have less than five years teaching experience working in the Western and Central Anatolia Regions of Turkey. The data of the study were collected through the semi-structured interviews developed based on classroom observations. First, the instructional situations were determined by observing the mathematics lessons of the participants (approximately 10 hours for each participant). Afterwards, through semi-structured interviews, the participants were asked to reflect on these instructional situations. During the data analysis, first within case analyses were made, and the self-reflection of each teacher was described. Then by comparing the data obtained from six teachers, it was defined which self-reflection processes the novice mathematics teachers performed and to what extent they performed them. The findings suggest that the participants did not consider their teaching behaviors when they were asked to evaluate the lesson. They attributed the cause of the failure in their lessons to factors beyond their control (e.g., low involvement of parents, insufficient physical facilities of the school). In addition, it is observed that they were less likely to develop positive emotional responses for the observed lessons and were insufficient in taking adaptive decisions for their future lessons. These findings indicate the necessity of pre-service and in -service practices that will support newly recruited middle school mathematics teachers to gain much more comprehensive self-reflection skills.
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    SELF-REGULATION OF NOVICE MIDDLE SCHOOL MATHEMATICS TEACHERS IN THE PREPARATION PROCESS FOR TEACHING
    (2022) Yıldız, Pınar; Gürel, Ramazan; Bozkurt, Erhan; Özdemir, İ. Elif Yetkin
    This study analyses the self-regulation (goal setting and planning) of the novice middle\rschool mathematics teachers during the preparation phase of teaching. The study is designed\ras a case study. The participants are six mathematics teachers with less than five-year\rteaching experience. The data were collected through interviews, observations and document\ranalysis. In regard to the observations, the teaching of certain topics (e.g., basic elements of\rprisms) were observed to uncover the classroom behavior of the participants. In the semistructured interviews carried out after the class observations, the participants were asked\rsome questions about their goals and planning concerning the related teaching activities. The\rfindings of the study indicate that the participants do not exhibit the goal setting and planning\ractivities that are consistent with the conceptual learning covered in the mathematics\reducation program. It is also found that they do not set clear goals and develop detailed\rplanning in regard to teaching activities.