A Narrative Inquiry into the First Years of Involvement in Tertiary Level Teaching
Journal on Educational Psychology, cilt.19, sa.4, ss.26-33, 2026 (Hakemli Dergi)
- Yayın Türü: Makale / Tam Makale
- Cilt numarası: 19 Sayı: 4
- Basım Tarihi: 2026
- Doi Numarası: 10.26634/jpsy.19.4.739
- Dergi Adı: Journal on Educational Psychology
- Derginin Tarandığı İndeksler: East & South Asia Database (ProQuest), ERIC (Education Resources Information Center), EBSCO Education Source
- Sayfa Sayıları: ss.26-33
- Karadeniz Teknik Üniversitesi Adresli: Evet
Özet
This qualitative narrative inquiry examines the reflective teaching practices and professional development of a novice tertiary‑level instructor during an advanced translation course taught over a four‑month semester. Drawing on self‑reports collected at three points in the term and an end‑of‑semester open‑ended questionnaire, the study traces the instructor’s decision‑making, syllabus design, classroom strategies, and responsive adjustments to emergent problems. Data illuminate how prior learning experiences, collegial consultation, student input through a negotiated syllabus, and iterative reflection shaped instructional choices, including integrating theoretical frameworks, diverse text genres, portfolio work, peer and group tasks, and selective use of technology. Student feedback revealed increased engagement and perceived learning gains, while classroom challenges (e.g., technology misuse, mixed preferences for group work) prompted adaptive solutions that balanced learner autonomy and classroom management. The narrative demonstrates that experience, when coupled with systematic reflection and learner‑centered practices, fosters early‑career professional growth and identity construction. Implications include the value of negotiated syllabi, ongoing reflective cycles, and institutional support for novice academics to enhance teaching effectiveness.