Buradasınız

Anasayfa » Content

PRACTICUM FROM THE ELT STUDENT-TEACHERS’ EYE: EXPECTATIONS AND GAINS

ÖĞRETMEN ADAYLARININ BAKIŞ AÇISINDAN ÖĞRETMENLİK UYGULAMASI: BEKLENTİLER VE KAZANIMLAR

Journal Name:

  • International Journal of Language Academy

Publication Year:

  • 2014

Key Words:

Keywords (Original Language):

Author NameUniversity of Author
Abstract (2. Language): 
Öğretmenlik uygulaması, öğretmen adaylarının öğretmenliği gerçek bir okul ortamında ilk kez denedikleri bir süreçtir. Adayların eğitim fakültesi bünyesinde aldıkları eğitimlerinin bu son aşamasında, öğretmen adaylarının edindikleri deneyimlerin doğasına bağlı olarak öğretmenlik uygulaması sürecinin adaylara olan yararı değişkenlik gösterir. Bu tartışmalara bağlı olarak, bu çalışmanın amacı, öğretmen adaylarının öğretmenlik uygulaması sürecindeki düşüncelerini inceleme yolu ile bu dönem ile ilgili beklentilerinin karşılanıp karşılanmadığını ve kazanımlarının neler olduğuna dair genel bir resim ortaya koyabilmektir. Çalışma, bir Türk üniversitesinde İngiliz Dili Eğitimi bölümünün 16 öğretmen adayı öğrencisi ve 15 yıl ve üzeri öğretmenlik deneyimine sahip, uygulama okulunda görevli iki danışman öğretmen çalışmada katılımcı olarak yer almıştır. Bu çalışmada, elde edilecek sonuçların daha derin yorumlanabilmesine yardımcı olacak şekilde üç ayrı yöntemle veri toplanmıştır. İlk olarak, öğretmen adaylarının on haftalık uygulama dönemi boyunca hazırladıkları bölümlerince istenen haftalık çalışma raporları dönem sonunda toplanmış, sonrasında ise yazılı olarak verdikleri uygulama deneyimlerine dair haftalık değerlendirmeleri ve karşılıklı görüşmeler ile veriler genişletilmiş ve içerikleri analiz edilmiştir. Çalışma bulguları, uygulama döneminin öğrencilerin beklentilerini karşılamadığını, ancak yine de öğrencilerin geliştidikleri kendilerine özgü stratejiler sonucu verimli görüldüğünü, uygulama okulundaki danışmanların öğrencilerin ilgi odağı ve aynı zamanda en çok eleştirdikleri unsur olduğunu ortaya koymuştur. Bulgular ayrıca uygulama sürecinde öğretmen adaylarının yerine getirmesi istenen haftalık görevlerin bölümlerce daha gerçekçi bir biçimde yeniden gözden geçirilerek uygulama okullarındaki şartlera göre uyarlanması gerektiğini göstermektedir. Son olarak, üniversite ve uygulama okullarının arasında işbirliğinin üniversite öncülüğünde artırılması ve uygulama okulundaki danışman öğretmenlerin hizmet içi eğitim yoluyla daha fazla bilgilendirilmesi ile adayların mesleki gelişimlerine katkının artabileceğini göstermektedir.
Bookmark/Search this post with
Abstract (Original Language): 
Practicum is a period when student-teachers practice teaching for the first time in a real school setting. Depending on the nature of the experiences student-teachers encounter at this final phase of their education in the department, the period may or not be considered as a fruitful one. The extent to which the period meets prospective teachers’ expectations seems to have a determining role on the learning outcomes. Based on these discussions, This study attempts to draw a general picture of student-teachers’ expectations and gains from the practicum exploring their thinking while they proceed through this stage. Totally 16 student-teachers of the English Language Teaching Department of a Turkish University and two mentors, with more than 15 years of experience as high school language teachers, participated in the study. Data for the study came from three sources: weekly task reports student-teachers prepared throughout the ten-week practicum as part of the requirements coming from their departments, weekly written reflections on their experiences and follow-up interviews. Findings reveal that practicum, although student-teachers benefit from the period by means of some strategies they utilised, does not thoroughly meet their expectations. In addition, mentors, the main focus of student-teachers’ interest, appear to be the most frequently criticised element of the experience. The study also uncovers the need for the ELT departments to make relevant adaptations of practicum procedures to comply with real life practices at schools, providing mentors with in-service training programmes on better mentoring and systematic collaboration of universities and practice schools to contribute more to professional development of prospective teachers.
FULL TEXT (PDF): 
PDF icon arastirmax-practicum-elt-student-teachers-eye-expectations-and-gains.pdf
  • 1
191
207
  • English

REFERENCES

References: 

Beck, C. & Kosnik, C. (2002). Components of a good practicum placement: Student
teacher perceptions. Teacher Education Quarterly, Spring 2002, 81-98.
Britzman, D.P. (1991). Practice makes practice: a critical study of learning to teach.
Albany, NY: SUNY
Calderhead, J. (1988). The development of knowledge structures in learning to teach:
Teachers’ professional learning. GB: Taylor & Francis LTD.
Cameron, L. (2005). Teaching languages to young learners. U.K.: Cambridge University
Press.
De Leon-Carillo, C. M. (2007). Prospective teacher's pre-and post- practicum beliefs on
teaching. KEDI Journal of Educational Policy, 4(1), 25-40.
Demirbolat, O. A. (2006). Education faculty students’ tendencies and beliefs about the
teacher’s role in education: A case study in a Turkish University. Teaching and
Teacher Education, 22, 1068–1083
Dewey, J. (1910). How we think. U.S.A.: Health and Publishers.
Flores, M. A., and Day, C. (2006). Contexts which shape and reshape new teachers’
identities: a multi-perspective study. Teaching and Teacher Education, 22, 219-
232.
Fung, L & Chow, L.P.Y. (2002). Congruence of student teachers’ pedagogical images and
actual classroom practices. Educational Research 44(3), 313–321.
Ganser, T. (2002). How teachers compare the roles of cooperating teacher and mentor.
The Educational Forum, 66,Summer, 380- 385
Hacher,T., C. Y., & Moser, P. (2004). Forget about theory- Practice is all? Student
teachers’ learning in practicum. Teachers & Teaching: Theory & Practice, 10 (6),
623-637.
Haritos, C. (2004). Understanding teaching through the minds of teacher candidates: a
curious blend of realism and idealism. Teaching and Teacher Education, 20, 637–
654
Horwitz , E. (1985). Using students’ beliefs about language learning and teaching in the
foreign language methods course. Foreign Language Annals, 18(4), 333-341.
Ilin, G. (2003). A model for effective supervision from the supervisor and the studentteachers’
perspective: A social constructivist approach. (Unpublished Doctoral
Dissertation).
Jones M. (2001). Mentors’ perceptions of their roles in school-based teacher training in
England and Germany. Journal of Education for Teaching, 27(1), 75-94.
Kahn B. (2012) Portrait of success: Cooperating teachers and the student teaching
experience. Action in Teacher Education, 22(4), 48-58.
Korthagen, F. Loughranb, J. and Tom Russell (2006). Developing fundamental principles
for teacher education programs and practices. Teaching and Teacher Education,
22(8), 1020–1041.
Mewborn and Tyminski, (2006). Llortie’s apprenticeship of observation revisited. For the
Learning of Mathematics, 26, 3.
Myles, J. Liying, C. & H. Wang (2006). Teaching in elementary school: Perceptions of
foreign-trained teacher candidates on their teaching practicum. Teaching and
Teacher Education, 22, 233–245.
Odell S. J., Huling L. & Barry Sweeny (2004). Conceptualising quality mentoring in quality
mentoring for novice teachers (Eds.) Odell S. J., Huling L. Kappa Delta Pi
International Honor Society in Education.
Ozgun-Koca, S. A., and Sen, A. I. (2006). The beliefs and perceptions of pre-service
teachers enrolled in subject-area dominant teacher education program about
‘effective education’. Teaching and Teacher Education, 22, 946-960.
Paechter, M., Maier, B. & D. Macher (2010). Students’ expectations of and experiences in
e-learning: Their relation to learning achievements and course satisfaction.
Computers & Education, 54(1), 222–229.
Rigelman N.M. & Ruben, B. (2012). Creating foundations for collaboration in schools:
Utilizing professional learning communities to support teacher candidate learning
and visions of teaching. Teaching and Teacher Education, 28, 979-989.
Schon, D. (1987). Educating the reflective practitoner. U.S.A.: Jossey-Bass.
Scott, A. W. & Ytreberg, H. L. (1997). Teaching english to children. London: Longman.
Sendan, F. C. (1995). Patterns of development in EFL student-teachers’ personal
theories: A constructivist approach. (Unpublished Doctoral Dissertation).
Stuart, C. & Thurlow, D. (2000). Making it their own: Student-teachers’ experiences,
beliefs and classroom practices. Journal of teacher education, 51(2),113-120.
Talvitie, U. Peltokallio, L. & P. Maennisto (2000). Student teachers’ views about their
relationships with university supervisors cooperating teachers and peer student teachers.
Scandinavian Journal of Educational Research, 44(1), 79-88.
Zeichner, K. (2010). Rethinking the connections between campus courses and filed
experiences in college and university based teacher education. Journal of Teacher
Education, 61(1-2), 89-99.

Thank you for copying data from http://www.arastirmax.com