Given the importance of novice teacher experiences and their long-term effects in the field, this cross-cultural exploratory study investigates the challenges of 34 novice Turkish and Polish English teachers and how they develop their professional understanding in the early years of teaching. The participants were non-native novice English teachers working with K-12 learners in culturally, socially, economically and historically diverse regions of Turkey and Poland. The data collected simultaneously in both countries in the spring term of the 2016-17 academic year were generated from two sources: a) critical incidents of the novice teachers, and b) online and/or oral interviews with these teachers, followed by comprehensive cyclical data analysis. The challenges related to pedagogical and sociocultural factors influenced the way the teachers teach in their contexts. The findings suggest that creating interactive and reflective learning contexts for novice teachers will help them better adapt to their new school settings and develop professionally.

中文翻译：

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早期教学：土耳其和波兰新手英语教师的跨文化研究

鉴于新手教师经验的重要性及其在该领域的长期影响，这项跨文化探索性研究调查了34位土耳其和波兰英语新手教师所面临的挑战，以及他们如何在教学的早期阶段发展专业知识。参加者是与土耳其和波兰文化，社会，经济和历史上不同地区的K-12学习者一起工作的非本地新手英语教师。两国在2016-17学年春季学期同时收集的数据来自两个来源：a）新手老师的严重事件，b）与这些老师的在线和/或口头访谈，然后进行全面的周期性数据分析。与教学和社会文化因素有关的挑战影响了教师在其情境中的教学方式。研究结果表明，为新手教师创建交互式和反思性学习环境将有助于他们更好地适应新的学校环境并专业发展。