فرایند، روشها و عوامل مؤثر بر فرهنگ پذیری نومعلمان: یک مرور نظام مند

Considering the importance of the early years of teaching and the lack of comprehensive research on the acculturation of new teachers, the main topic of the research is what are the processes, methods and factors affecting the acculturation of new teachers? This research was conducted with a qualitative and systematic review approach.

The research community includes all scientific sources in English and Farsi, which are indexed in one of the websites in the area of acculturation of new teachers. To search for sources, keywords related to the acculturation process of new teachers were first identified through research and library studies. Then searching for articles with the keywords of transfer from university to school, induction, acculturation, acculturation, socialization, becoming a teacher of beginning teachers, in the international databases of Google scholar, Science direct, Elsevier, Springer and with the keywords of acculturation, acculturation, professional support for teachers. New, transfer from university to school, socialization and the early years of teaching and teaching were systematically carried out in the internal bases of Nurmagz, Meg Iran, Irandak and the scientific base of academic jihad. In the initial search, 200 English sources (182 articles, 15 books and 3 theses) and 15 Farsi sources (13 articles and 2 theses) were found. To select sources, these criteria were considered. The content of the resources should be about the process of acculturation, methods of acculturation and factors affecting the process of acculturation of new teachers, articles should be published in prestigious foreign and domestic journals and not conference. Also, the publication date of the sources should be between 2000 and 2023, the articles should be related to teacher training and valid theories of acculturation, and the text of all the articles should be available. criteria for excluding articles from the study; The publication date of the articles was before 2000, the articles were related to the process of acculturation and teacher training and lack of access to the full text of the articles. Based on the inclusion and exclusion criteria, 149 English sources (136 articles, 11 books and 2 theses) and 12 Persian sources (10 articles and 2 theses) were excluded from the study due to being repetitive and unrelated to the acculturation process of new teachers. . . In total, 51 English sources (46 articles, 4 books and 1 thesis) and 3 Persian articles found the necessary conditions to enter the systematic and complete review. Then the relevant sources were analyzed using the qualitative content analysis method. The data obtained from the research were analyzed based on coding in three levels of open coding, subgroup formation and final classification. To check the reliability of the data, four criteria of believability, transferability, reliability and verifiability were used.

The results showed that the acculturation process takes place in three stages: initial acculturation, professional acculturation, and organizational acculturation. Primary acculturation includes practices, beliefs, and value systems that are learned from birth and foster ideologies about teachers' professional behavior. Professional acculturation begins with the presence of new students in teacher training programs. At this stage, novices are exposed to university education about teaching and teaching, learn the ideal values of teaching, and develop their professional identity. Organizational acculturation begins when new teachers enter the workplace and note the impact of the workplace. In this acculturation, new teachers acquire the necessary knowledge and skills to play an organizational role in the school and during work and by entering the learning or practice community.

Also, assimilation, interactionism and liberation are among the most important methods of acculturation of new teachers. In the assimilation method, the host group expects newcomers to leave their cultural identity and assimilate into the new culture. In the interaction method, the host group welcomes the cultural background of the newcomers and seeks to create constructive interaction with them, resulting in a degree of cultural solidarity. In the release method, there is no support and supervision of new teachers, and new teachers stay alone and work alone. In this method, non-interference is a basic principle; In such a way that it is considered inappropriate to interfere in the professional affairs of others.

In addition, past influential experiences, including family and student experiences, the creation of a teacher training course including field, support, interactive experiences, mental and internal factors, and academic curricula and training, as well as the development of the work environment, including the dynamics of the school's organizational culture, the initiation program Entering the profession, organizational support and the agency of new teachers were identified as the most important factors affecting the acculturation of new teachers.

The research findings indicate the sequence of acculturation process. This sequence shows that the learning of each stage strongly affects the learning of the next stage; In such a way that if the training of the new course contradicts the learning of the previous course, it will bring people's resistance and the acceptance of the new training will happen with difficulty. In order to properly acclimatize new teachers, the teacher culture in all three courses should have a suitable educational and cultural quality so that appropriate views, attitudes and beliefs of teachers are institutionalized in the new students. The requirement for creating a dynamic teacher culture is to identify the factors that affect the acculturation of new teachers in each period. These factors can affect the acculturation process in positive and negative ways. Therefore, first, the facilitating factors of the acculturation process should be identified and strengthened, and in the next step, the destructive factors of the acculturation process should be removed or modified and reconstructed. In the initial acculturation, the atmosphere and culture of schools should be such that students, by attending school and observing their teachers, acquire genuine and genuine beliefs, opinions and views about teaching and teaching, and other members of the society also have a professional and realistic view of Find a teaching profession. In the stage of professional acculturation and through teacher training courses, the wrong attitudes and beliefs that student teachers bring with them to the teacher training course from the previous stage should be corrected and reconstructed, and in the next stage, by designing appropriate programs, student teachers should be introduced to the professional principles of teaching and teaching. made In the final stage, when student teachers change their roles and become new teachers, they should be guided and supported by preparing the necessary support programs and creating a dynamic organizational culture to identify and choose the path of a teacher correctly.