خلاصه ماشینی:
"The quality, duration, belief system and theoretical foundations of language teacher education programs as well as mentoring and practicum experiences, all, affect the work of beginner teachers According to Fuller and Brown (1975), novice teachers face with concerns and challenges during two general stages.
The first stage refers to survival and mastery stage while the second is about settling into a state of resistance to change or staying open to adaptation and change of practice 17 Vol. 32, No. 1,Fall 2017 | | 16 | | Vol. 32, No. 1,Fall 2017 The quality, duration, belief system and theoretical foundations of language teacher education programs as well as mentoring and practicum experiences, all, affect the work of beginner teachers 15 Vol. 31, No. 3,Spring 20167| | 14 | | Vol. 32, No. 1,Fall 2017 Freeman (1994) warned teacher educators as well as novice teachers that the first year experiences might marginalize what has been presented in language teacher education programs 13 Vol. 32, No. 1,Fall 2017 | | Knowledge Improvement moments of their first year of teaching (Little, 1990).
Regarding the process of socialization, two important studies have considered the professional development of novice English language teachers in their first year of teaching and have provided insights about second language education programs (Farrell 2003, 2006; Richards & Pennington, 1998).
It is believed that three main types of influence can mediate that novice teachers’ first year of experience: the first one refers to school experiences of novice teachers as learners; the second is about the quality of teacher training programs from which they have graduated and finally the process of their socialization into the discourse community of educational setting generally and school culture specifically."