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Year 2023, Issue: 36, 983 - 999, 21.10.2023

Mehmet Doğan

https://doi.org/10.29000/rumelide.1369596

Abstract

References

  • Achinstein, B., & Barrett, A. (2004). (Re)Framing classroom contexts: how new teachers and mentors view diverse learners and challenges of practice. Teachers College Record: The Voice of Scholarship in Education, 106(4), 716–746. https://doi.org/10.1177/016146810410600404
  • Balkar, B., & Şahin, S. (2015). Yeni bir öğretmen yetiştirme yaklaşımı olarak göreve başlatma programı. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 11(1).
  • Becker, M. (2013). Personalentwicklung. Bildung, Förderung und Organisationsentwicklung in Theorie und Praxis. Stuttgart: Schäfer Poeschel.
  • Bilgin, Y. (2017). Qualitative method versus quantitative method in marketing research: An application example at Oba restaurant. Qualitative versus quantitative research, 1-28. https://dx.doi.org/10.5772/67848
  • Britton, E. D., Paine, L., & Raizen, S. (2003). Comprehensive teacher induction: Systems for early career learning. Dordrecht, Boston, London: Kluwer Academic Publishers.
  • Bullock, S. M. (2011). Inside teacher education: Challenging prior views of teaching and learning. Springer Science & Business Media. https://doi.org/10.1007/978-94-6091-403-4
  • Carter Andrews, D. J., Richmond, G., & Marciano, J. E. (2021). The teacher support imperative: Teacher education and the pedagogy of connection. Journal of teacher education, 72(3), 267-270. https://doi.org/10.1177/00224871211005950
  • Cohen, J., McCabe, E. M., Michelli, N. M., & Pickeral, T. (2009). School climate: Research, policy, practice, and teacher education. Teachers college record, 111(1), 180-213. https://doi.org/10.1177/016146810911100108
  • Cosgun, G., & Atay, D. (2021). Investigating the impacts of coaching and mentoring through induction on the experienced teachers. In: Ziad Hunaiti (Hrsg.), Coaching Applications and Effectiveness in Higher Education (pp. 181-208). IGI Global.
  • Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research. Boston: Pearson Education
  • Dammann, M. (2005). Einarbeitung & Integration: neu im Beruf-neu in der Schule. Landesinstitut für Lehrbildung und Schulentwicklung (Hrsg.). Hamburg: Behörde für Bildung und Sport
  • Dammerer, J. (2019). Mentoring in der Induktionsphase der PädagogInnenbildung Neu in Österreich: Beitrag zur Internationalen Woche 2019 der Pädagogischen Hochschule Niederösterreich. R&E-SOURCE. https://journal.ph-noe.ac.at/index.php/resource/article/view/686 Letzter Zugriff: 21/08/2023
  • Dammerer, J., Losek, A., Ortmayr, E., & Windl, E. (2018). Kooperationsprojekt der Akademie für postgraduale pädagogische Ausbildung St. Petersburg (APPO) und der Pädagogischen Hochschule Niederösterreich (PH NÖ): Betreuung von jungen Lehrpersonen (Bericht 2). R&E-SOURCE, (9). https://journal.ph-noe.ac.at/index.php/resource/article/view/530 Letzter Zugriff: 30/07/2023.
  • European Commission Staff Working Document SEC (2010). Developing coherent and system-wide induction programmes for beginning teachers: a handbook for policy makers. http://ec.europa.eu/education/policy/school/doc/handbook0410_en.pdf Letzter Zugriff: 16/08/2023
  • Flores, M. A. (2004). The impact of school culture and leadership on new teachers’ learning in the workplace. International Journal of Leadership in Education, 7(4), 297–318. https://doi.org/10.1080/1360312042000226918
  • Gillham, B. (2000): Case study research methods. Blooms¬bury Publishing.
  • Golombek, P., & Doran, M. (2014). Unifying cognition, emotion, and activity in language teacher professional development. Teaching and Teacher Education, 39, 102–111. https://doi.org/10.1016/j.tate.2014.01.002
  • Han, X. (2023). Associations between the helpfulness of teacher induction programs, teacher self-efficacy, and anticipated first-year teacher retention. Frontiers in Psychology, 14. https://doi.org/10.3389/fpsyg.2023.1088111
  • Janhonen-Abruquah, H., Topp, J., & Posti-Ahokas, H. (2018). Educating professionals for sustainable futures. Sustainability, 10(3), 592. https://doi.org/10.3390/su10030592
  • Kessels, C. (2010). The influence of induction programs on beginning teachers’ well-being and professional development. (Unveröffentlichte Dissertation). Universität van Leiden.
  • Lemke, V., Birmele, C., Bömers, J., Merklin-Wendle, A. & Pohl, F. (2020). Crashkurs Mitarbeiter–Onboarding (2. überarbeitete und erweiterte Auflage). Freiburg: Haufe
  • Lichtenschopf, Petra & Schwarz, Johanna. (2023). Berufseinstieg – motivationsförderlich durch Onboarding. https://doi.org/10.53349/sv.2023.i1.a311
  • Lohaus, D., & Habermann, W. (2016). Integrationsmanagement–Onboarding neuer Mitarbeiter. Göttingen: Vandenhoeck & Ruprecht.
  • Lozinak, K. (2016). Mentor matching does matter. Delta Kappa Gamma Bulletin, 83(1), 12. http://www.deltakappagamma.org/GA-betaepsilon/Newsletters/2016_Jour_83-1_Early-Career-Educators_web.pdf#page=12 Letzter Zugriff: 28/07/2023.
  • Martin, K. L., Buelow, S. M., & Hoffman, J. T. (2016). New teacher induction: Support that impacts beginning middle-level educators. Middle School Journal, 47(1), 4-12. https://doi.org/10.1080/00940771.2016.1059725
  • Maulana, R., Helms-Lorenz, M., & van de Grift, W. (2015, October). A longitudinal study of induction on the acceleration of growth in teaching quality of beginning teachers through the eyes of their students. Teaching and Teacher Education, 51, 225–245. https://doi.org/10.1016/j.tate.2015.07.003
  • Mayring, P. (2015). Qualitative Content Analysis: Theoretical Background and Procedures. In: Bikner-Ahsbahs, A., Knipping, C., Presmeg, N. (eds) Approaches to Qualitative Research in Mathematics Education. Advances in Mathematics Education. Dordrecht: Springer. https://doi.org/10.1007/978-94-017-9181-6_13
  • Moser, K., Souček, R., Galais, N., & Roth, C. (2018). Onboarding–neue Mitarbeiter integrieren, 37. Göttingen: Hogrefe Verlag GmbH & Company KG.
  • Nasrollahi Shahri, M. N. (2017). Constructing a voice in english as a foreign language: identity and engagement. TESOL Quarterly, 52(1), 85–109. https://doi.org/10.1002/tesq.373
  • Richards, J. C. (1998). The scope of second language teacher education. In J. C. Richards (Ed.), Beyond training. Cambridge: Cambridge University Press.
  • Saglam, S., & Alan, B. (2018). Mesleğe yeni başlayan öğretmenlerin çalışma ortamına uyum sağlamalarında işe alıştırma programının rolü: Anadolu Üniversitesi Örneği. Elektronik Sosyal Bilimler Dergisi, 17(67), 1092–1108. https://doi.org/10.17755/esosder.348799
  • Schwarz, J. E. & Weinzettl, C. (2020). Onboarding –Schule ahoi! Vorteilhafte Aspekte zum Personal-entwicklungsinstrument Mentoring bei der Einarbeitung von Lehrkräften in das Schulsystem. In J. Dammerer, C. Wiesner & E. Windl (Hrsg.), Mentoring im pädagogischen Kontext. Professionalisierung und Qualifizierung von Lehrpersonen. Wahrnehmen, wie wir bilden. Pädagogik für Niederösterreich 10, 175–185.
  • Strong, M. (2009). Effective teacher induction and mentoring: Assessing the evidence. Teachers New York: College Press.
  • Symeonidis, V., Haas, E., & Schneider, K. (2023). Personal, social and professional support for newly qualified teachers: Teacher induction in Austria. Teaching and Teacher Education, 121, 103916. https://doi.org/10.1016/j.tate.2022.103916
  • Tickle, L. (1995). The induction of new teachers: reflective professional practice. Burns & Oates. https://doi.org/10.1604/9780304327386
  • Wong, H. K. (2004). Induction programs that keep new teachers teaching and improving. NASSP Bulletin, 88(638), 41–58. https://doi.org/10.1177/019263650408863804
  • YÖK (2018). Öğretim Üyesi Dışındaki Öğretim Elemanı Kadrolarına Yapılacak Atamalarda Uygulanacak Merkezi Sınav ile Giriş Sınavlarına İlişkin Usul ve Esaslar Hakkında Yönetmelik. https://www.resmigazete.gov.tr/eskiler/2018/11/20181109-3.htm Letzter Zugriff: 08/08/2023.

Der Beitrag eines innovativen Onboarding-Konzepts zur fachlichen und sozialen Integration neuer Lehrbeauftragten der Hochschulen für Fremdsprachen

Year 2023, Issue: 36, 983 - 999, 21.10.2023

Mehmet Doğan

https://doi.org/10.29000/rumelide.1369596

Abstract

Ziel dieser Studie war es, die Einstellung von Lehrbeauftragten an der Hochschule für Fremdsprachen einer staatlichen Universität der Türkei hinsichtlich eines Onboarding-Konzepts zu untersuchen, welches auf die fachliche und soziale Integration neu eingestellter Lehrbeauftragten zielt. Insofern soll in dieser Studie zunächst der Begriff Onboarding definiert, der Inhalt, der Prozess und die Ziele eines Einarbeitungsprogramms aufgezeigt und das kontext- und institutionsspezifisch konzipierte Onboarding-Konzept der Hochschule für Fremdsprachen vorgeführt werden. Die Untersuchungsgruppe der qualitativen Studie besteht aus fünf neu eingestellten Lehrbeauftragten aus den Abteilungen für Deutsch, Englisch und Französisch. Infolge der induktiven Inhaltsanalyse im Rahmen der Datenauswertung konnten in dieser Studie drei Hauptkategorien entwickelt werden: Vorteilhafte Aspekte, Herausforderungen und Weiterführende Empfehlungen. Den Ergebnissen der Studie zufolge kann zusammenfassend festgehalten werden, dass die neu eingestellten Lehrbeauftragten das Onboarding-Konzept der Hochschule nützlich wahrnahmen und den Einarbeitungsprozess insgesamt sehr positiv bewerteten, insbesondere im Hinblick auf die Möglichkeiten, die der Einarbeitungsprozess bietet, sich schneller an das neue Berufsfeld anzupassen und sich mit den grundlegenden Richtlinien, Rollen und Verantwortlichkeiten, Lern- und Lehrmaterialien vertraut zu machen. Als wichtige Herausforderungen, die von den Lehrbeauftragten wahrgenommen wurden, sind vor allem die große Menge an Informationen und das zügige Tempo des Onboarding-Konzepts festzuhalten. Die weiterführenden Empfehlungen der befragten Lehrbeauftragten beziehen sich auf fortlaufenden Support, kontinuierliche Fortbildungen und Weiterbildungen zu technischen Themen. Diese Studie schließt mit Vorschlägen zu Gestaltungsprinzipien für mögliche Onboarding-Konzepte der Hochschulen für Fremdsprachen.

Keywords

Onboarding Einarbeitungsprogramm Personalentwicklung Hochschulen für Fremdsprachen

References

  • Achinstein, B., & Barrett, A. (2004). (Re)Framing classroom contexts: how new teachers and mentors view diverse learners and challenges of practice. Teachers College Record: The Voice of Scholarship in Education, 106(4), 716–746. https://doi.org/10.1177/016146810410600404
  • Balkar, B., & Şahin, S. (2015). Yeni bir öğretmen yetiştirme yaklaşımı olarak göreve başlatma programı. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 11(1).
  • Becker, M. (2013). Personalentwicklung. Bildung, Förderung und Organisationsentwicklung in Theorie und Praxis. Stuttgart: Schäfer Poeschel.
  • Bilgin, Y. (2017). Qualitative method versus quantitative method in marketing research: An application example at Oba restaurant. Qualitative versus quantitative research, 1-28. https://dx.doi.org/10.5772/67848
  • Britton, E. D., Paine, L., & Raizen, S. (2003). Comprehensive teacher induction: Systems for early career learning. Dordrecht, Boston, London: Kluwer Academic Publishers.
  • Bullock, S. M. (2011). Inside teacher education: Challenging prior views of teaching and learning. Springer Science & Business Media. https://doi.org/10.1007/978-94-6091-403-4
  • Carter Andrews, D. J., Richmond, G., & Marciano, J. E. (2021). The teacher support imperative: Teacher education and the pedagogy of connection. Journal of teacher education, 72(3), 267-270. https://doi.org/10.1177/00224871211005950
  • Cohen, J., McCabe, E. M., Michelli, N. M., & Pickeral, T. (2009). School climate: Research, policy, practice, and teacher education. Teachers college record, 111(1), 180-213. https://doi.org/10.1177/016146810911100108
  • Cosgun, G., & Atay, D. (2021). Investigating the impacts of coaching and mentoring through induction on the experienced teachers. In: Ziad Hunaiti (Hrsg.), Coaching Applications and Effectiveness in Higher Education (pp. 181-208). IGI Global.
  • Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research. Boston: Pearson Education
  • Dammann, M. (2005). Einarbeitung & Integration: neu im Beruf-neu in der Schule. Landesinstitut für Lehrbildung und Schulentwicklung (Hrsg.). Hamburg: Behörde für Bildung und Sport
  • Dammerer, J. (2019). Mentoring in der Induktionsphase der PädagogInnenbildung Neu in Österreich: Beitrag zur Internationalen Woche 2019 der Pädagogischen Hochschule Niederösterreich. R&E-SOURCE. https://journal.ph-noe.ac.at/index.php/resource/article/view/686 Letzter Zugriff: 21/08/2023
  • Dammerer, J., Losek, A., Ortmayr, E., & Windl, E. (2018). Kooperationsprojekt der Akademie für postgraduale pädagogische Ausbildung St. Petersburg (APPO) und der Pädagogischen Hochschule Niederösterreich (PH NÖ): Betreuung von jungen Lehrpersonen (Bericht 2). R&E-SOURCE, (9). https://journal.ph-noe.ac.at/index.php/resource/article/view/530 Letzter Zugriff: 30/07/2023.
  • European Commission Staff Working Document SEC (2010). Developing coherent and system-wide induction programmes for beginning teachers: a handbook for policy makers. http://ec.europa.eu/education/policy/school/doc/handbook0410_en.pdf Letzter Zugriff: 16/08/2023
  • Flores, M. A. (2004). The impact of school culture and leadership on new teachers’ learning in the workplace. International Journal of Leadership in Education, 7(4), 297–318. https://doi.org/10.1080/1360312042000226918
  • Gillham, B. (2000): Case study research methods. Blooms¬bury Publishing.
  • Golombek, P., & Doran, M. (2014). Unifying cognition, emotion, and activity in language teacher professional development. Teaching and Teacher Education, 39, 102–111. https://doi.org/10.1016/j.tate.2014.01.002
  • Han, X. (2023). Associations between the helpfulness of teacher induction programs, teacher self-efficacy, and anticipated first-year teacher retention. Frontiers in Psychology, 14. https://doi.org/10.3389/fpsyg.2023.1088111
  • Janhonen-Abruquah, H., Topp, J., & Posti-Ahokas, H. (2018). Educating professionals for sustainable futures. Sustainability, 10(3), 592. https://doi.org/10.3390/su10030592
  • Kessels, C. (2010). The influence of induction programs on beginning teachers’ well-being and professional development. (Unveröffentlichte Dissertation). Universität van Leiden.
  • Lemke, V., Birmele, C., Bömers, J., Merklin-Wendle, A. & Pohl, F. (2020). Crashkurs Mitarbeiter–Onboarding (2. überarbeitete und erweiterte Auflage). Freiburg: Haufe
  • Lichtenschopf, Petra & Schwarz, Johanna. (2023). Berufseinstieg – motivationsförderlich durch Onboarding. https://doi.org/10.53349/sv.2023.i1.a311
  • Lohaus, D., & Habermann, W. (2016). Integrationsmanagement–Onboarding neuer Mitarbeiter. Göttingen: Vandenhoeck & Ruprecht.
  • Lozinak, K. (2016). Mentor matching does matter. Delta Kappa Gamma Bulletin, 83(1), 12. http://www.deltakappagamma.org/GA-betaepsilon/Newsletters/2016_Jour_83-1_Early-Career-Educators_web.pdf#page=12 Letzter Zugriff: 28/07/2023.
  • Martin, K. L., Buelow, S. M., & Hoffman, J. T. (2016). New teacher induction: Support that impacts beginning middle-level educators. Middle School Journal, 47(1), 4-12. https://doi.org/10.1080/00940771.2016.1059725
  • Maulana, R., Helms-Lorenz, M., & van de Grift, W. (2015, October). A longitudinal study of induction on the acceleration of growth in teaching quality of beginning teachers through the eyes of their students. Teaching and Teacher Education, 51, 225–245. https://doi.org/10.1016/j.tate.2015.07.003
  • Mayring, P. (2015). Qualitative Content Analysis: Theoretical Background and Procedures. In: Bikner-Ahsbahs, A., Knipping, C., Presmeg, N. (eds) Approaches to Qualitative Research in Mathematics Education. Advances in Mathematics Education. Dordrecht: Springer. https://doi.org/10.1007/978-94-017-9181-6_13
  • Moser, K., Souček, R., Galais, N., & Roth, C. (2018). Onboarding–neue Mitarbeiter integrieren, 37. Göttingen: Hogrefe Verlag GmbH & Company KG.
  • Nasrollahi Shahri, M. N. (2017). Constructing a voice in english as a foreign language: identity and engagement. TESOL Quarterly, 52(1), 85–109. https://doi.org/10.1002/tesq.373
  • Richards, J. C. (1998). The scope of second language teacher education. In J. C. Richards (Ed.), Beyond training. Cambridge: Cambridge University Press.
  • Saglam, S., & Alan, B. (2018). Mesleğe yeni başlayan öğretmenlerin çalışma ortamına uyum sağlamalarında işe alıştırma programının rolü: Anadolu Üniversitesi Örneği. Elektronik Sosyal Bilimler Dergisi, 17(67), 1092–1108. https://doi.org/10.17755/esosder.348799
  • Schwarz, J. E. & Weinzettl, C. (2020). Onboarding –Schule ahoi! Vorteilhafte Aspekte zum Personal-entwicklungsinstrument Mentoring bei der Einarbeitung von Lehrkräften in das Schulsystem. In J. Dammerer, C. Wiesner & E. Windl (Hrsg.), Mentoring im pädagogischen Kontext. Professionalisierung und Qualifizierung von Lehrpersonen. Wahrnehmen, wie wir bilden. Pädagogik für Niederösterreich 10, 175–185.
  • Strong, M. (2009). Effective teacher induction and mentoring: Assessing the evidence. Teachers New York: College Press.
  • Symeonidis, V., Haas, E., & Schneider, K. (2023). Personal, social and professional support for newly qualified teachers: Teacher induction in Austria. Teaching and Teacher Education, 121, 103916. https://doi.org/10.1016/j.tate.2022.103916
  • Tickle, L. (1995). The induction of new teachers: reflective professional practice. Burns & Oates. https://doi.org/10.1604/9780304327386
  • Wong, H. K. (2004). Induction programs that keep new teachers teaching and improving. NASSP Bulletin, 88(638), 41–58. https://doi.org/10.1177/019263650408863804
  • YÖK (2018). Öğretim Üyesi Dışındaki Öğretim Elemanı Kadrolarına Yapılacak Atamalarda Uygulanacak Merkezi Sınav ile Giriş Sınavlarına İlişkin Usul ve Esaslar Hakkında Yönetmelik. https://www.resmigazete.gov.tr/eskiler/2018/11/20181109-3.htm Letzter Zugriff: 08/08/2023.

Year 2023, Issue: 36, 983 - 999, 21.10.2023

Mehmet Doğan

https://doi.org/10.29000/rumelide.1369596

Abstract

References

  • Achinstein, B., & Barrett, A. (2004). (Re)Framing classroom contexts: how new teachers and mentors view diverse learners and challenges of practice. Teachers College Record: The Voice of Scholarship in Education, 106(4), 716–746. https://doi.org/10.1177/016146810410600404
  • Balkar, B., & Şahin, S. (2015). Yeni bir öğretmen yetiştirme yaklaşımı olarak göreve başlatma programı. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 11(1).
  • Becker, M. (2013). Personalentwicklung. Bildung, Förderung und Organisationsentwicklung in Theorie und Praxis. Stuttgart: Schäfer Poeschel.
  • Bilgin, Y. (2017). Qualitative method versus quantitative method in marketing research: An application example at Oba restaurant. Qualitative versus quantitative research, 1-28. https://dx.doi.org/10.5772/67848
  • Britton, E. D., Paine, L., & Raizen, S. (2003). Comprehensive teacher induction: Systems for early career learning. Dordrecht, Boston, London: Kluwer Academic Publishers.
  • Bullock, S. M. (2011). Inside teacher education: Challenging prior views of teaching and learning. Springer Science & Business Media. https://doi.org/10.1007/978-94-6091-403-4
  • Carter Andrews, D. J., Richmond, G., & Marciano, J. E. (2021). The teacher support imperative: Teacher education and the pedagogy of connection. Journal of teacher education, 72(3), 267-270. https://doi.org/10.1177/00224871211005950
  • Cohen, J., McCabe, E. M., Michelli, N. M., & Pickeral, T. (2009). School climate: Research, policy, practice, and teacher education. Teachers college record, 111(1), 180-213. https://doi.org/10.1177/016146810911100108
  • Cosgun, G., & Atay, D. (2021). Investigating the impacts of coaching and mentoring through induction on the experienced teachers. In: Ziad Hunaiti (Hrsg.), Coaching Applications and Effectiveness in Higher Education (pp. 181-208). IGI Global.
  • Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research. Boston: Pearson Education
  • Dammann, M. (2005). Einarbeitung & Integration: neu im Beruf-neu in der Schule. Landesinstitut für Lehrbildung und Schulentwicklung (Hrsg.). Hamburg: Behörde für Bildung und Sport
  • Dammerer, J. (2019). Mentoring in der Induktionsphase der PädagogInnenbildung Neu in Österreich: Beitrag zur Internationalen Woche 2019 der Pädagogischen Hochschule Niederösterreich. R&E-SOURCE. https://journal.ph-noe.ac.at/index.php/resource/article/view/686 Letzter Zugriff: 21/08/2023
  • Dammerer, J., Losek, A., Ortmayr, E., & Windl, E. (2018). Kooperationsprojekt der Akademie für postgraduale pädagogische Ausbildung St. Petersburg (APPO) und der Pädagogischen Hochschule Niederösterreich (PH NÖ): Betreuung von jungen Lehrpersonen (Bericht 2). R&E-SOURCE, (9). https://journal.ph-noe.ac.at/index.php/resource/article/view/530 Letzter Zugriff: 30/07/2023.
  • European Commission Staff Working Document SEC (2010). Developing coherent and system-wide induction programmes for beginning teachers: a handbook for policy makers. http://ec.europa.eu/education/policy/school/doc/handbook0410_en.pdf Letzter Zugriff: 16/08/2023
  • Flores, M. A. (2004). The impact of school culture and leadership on new teachers’ learning in the workplace. International Journal of Leadership in Education, 7(4), 297–318. https://doi.org/10.1080/1360312042000226918
  • Gillham, B. (2000): Case study research methods. Blooms¬bury Publishing.
  • Golombek, P., & Doran, M. (2014). Unifying cognition, emotion, and activity in language teacher professional development. Teaching and Teacher Education, 39, 102–111. https://doi.org/10.1016/j.tate.2014.01.002
  • Han, X. (2023). Associations between the helpfulness of teacher induction programs, teacher self-efficacy, and anticipated first-year teacher retention. Frontiers in Psychology, 14. https://doi.org/10.3389/fpsyg.2023.1088111
  • Janhonen-Abruquah, H., Topp, J., & Posti-Ahokas, H. (2018). Educating professionals for sustainable futures. Sustainability, 10(3), 592. https://doi.org/10.3390/su10030592
  • Kessels, C. (2010). The influence of induction programs on beginning teachers’ well-being and professional development. (Unveröffentlichte Dissertation). Universität van Leiden.
  • Lemke, V., Birmele, C., Bömers, J., Merklin-Wendle, A. & Pohl, F. (2020). Crashkurs Mitarbeiter–Onboarding (2. überarbeitete und erweiterte Auflage). Freiburg: Haufe
  • Lichtenschopf, Petra & Schwarz, Johanna. (2023). Berufseinstieg – motivationsförderlich durch Onboarding. https://doi.org/10.53349/sv.2023.i1.a311
  • Lohaus, D., & Habermann, W. (2016). Integrationsmanagement–Onboarding neuer Mitarbeiter. Göttingen: Vandenhoeck & Ruprecht.
  • Lozinak, K. (2016). Mentor matching does matter. Delta Kappa Gamma Bulletin, 83(1), 12. http://www.deltakappagamma.org/GA-betaepsilon/Newsletters/2016_Jour_83-1_Early-Career-Educators_web.pdf#page=12 Letzter Zugriff: 28/07/2023.
  • Martin, K. L., Buelow, S. M., & Hoffman, J. T. (2016). New teacher induction: Support that impacts beginning middle-level educators. Middle School Journal, 47(1), 4-12. https://doi.org/10.1080/00940771.2016.1059725
  • Maulana, R., Helms-Lorenz, M., & van de Grift, W. (2015, October). A longitudinal study of induction on the acceleration of growth in teaching quality of beginning teachers through the eyes of their students. Teaching and Teacher Education, 51, 225–245. https://doi.org/10.1016/j.tate.2015.07.003
  • Mayring, P. (2015). Qualitative Content Analysis: Theoretical Background and Procedures. In: Bikner-Ahsbahs, A., Knipping, C., Presmeg, N. (eds) Approaches to Qualitative Research in Mathematics Education. Advances in Mathematics Education. Dordrecht: Springer. https://doi.org/10.1007/978-94-017-9181-6_13
  • Moser, K., Souček, R., Galais, N., & Roth, C. (2018). Onboarding–neue Mitarbeiter integrieren, 37. Göttingen: Hogrefe Verlag GmbH & Company KG.
  • Nasrollahi Shahri, M. N. (2017). Constructing a voice in english as a foreign language: identity and engagement. TESOL Quarterly, 52(1), 85–109. https://doi.org/10.1002/tesq.373
  • Richards, J. C. (1998). The scope of second language teacher education. In J. C. Richards (Ed.), Beyond training. Cambridge: Cambridge University Press.
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Details

Primary Language German
Subjects German Language, Literature and Culture
Journal Section World languages and litertures
Authors

Mehmet Doğan 0000-0001-5744-8744

Publication Date October 21, 2023
Published in Issue Year 2023 Issue: 36

Cite

APA Doğan, M. (2023). Der Beitrag eines innovativen Onboarding-Konzepts zur fachlichen und sozialen Integration neuer Lehrbeauftragten der Hochschulen für Fremdsprachen. RumeliDE Dil Ve Edebiyat Araştırmaları Dergisi(36), 983-999. https://doi.org/10.29000/rumelide.1369596
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