Abstract
Practicing what has been learned throughout the teacher education programs in Turkey is accepted as the end point of the preservice teaching career. This period of practice teaching serves as the time to implement theory into practice under the supervision of faculty members. In this study, the major purpose was to investigate the views of supervisors and preservice teachers regarding the practice teaching program which was redesigned by the department academics to overcome some limitations of the current one. As a second purpose, the commonalities and differences between the self-reflections of preservice teachers and feedback provided by the supervisors on a specific practice teaching session in the final term were also investigated. To gather data, six preservice teachers majoring in language teaching and two faculty members as supervisors were assigned to respond to two different written guidelines provided with these purposes. Written responses were analyzed through content analysis and open-coding. Results showed that both preservice teachers and supervisors think that redesigned program has many strengths such as time allocated to practice and feedback sessions. However, they also believe that, active practice teaching only in the final year is the weakness of this new program. The analysis of the written documents after the practice teaching of prospective teachers showed that prospective teachers gained a great reflective perspective throughout their education. And with this ability, they reflected on many common issues regarding their strengths and weaknesses with their supervisors. There are also some differences in their reflections and feedback from supervisors about the use of materials, planning and use of methods. This study has specific implications for language teacher education programs and teacher trainers.
References
- Buchberger, F., & Busch, F. (1988). The role of the practical element in initial teacher education. European Journal of Teacher Education, 11(1), 5-7.
- Burns, B. A., Grande, M., & Marable, M. A. (2008). Factors influencing teacher candidates' participation in a paid field experience with urban students. Issues in Teacher Education, 17(2), 101-116.
- Coballes-Vega, C. (1992). Considerations in Teaching Culturally Diverse Children. ERIC Digest.
- Dewey, J. (1934/1980) Art as Experience (New York, Perigree Books).
- Eisner, E. W. (2002). The arts and the creation of mind. Yale University Press.
- Heinemann, H., Obi, R. Pagano, A. & Weiner, L. (1992). Effects of using early pre-service field experiences in urban settings to prepare teachers to meet the challenges of teaching in multicultural urban schools.(ERIC Document Reproduction Service No. ED344868)
- Feiman-Nemser, S., & Buchman, M. (1985). Pitfalls of experience in teacher preparation. Teachers College Record, 87(1), 53-65.
- Goodlad, J. I. (1990). Teachers for our nation's schools. Jossey-Bass Inc., Publishers, 350 Sansome St., San Francisco, CA 94104.
- Lincoln, Y. S., & Guba, E. G. (1985). Establishing trustworthiness. Naturalistic inquiry, 289, 331.
- Shulman, L. (1987). Knowledge and teaching: Foundations of the new reform. Harvard educational review, 57(1), 1-23.
- Schon, D. A. (1983). The reflective practitioner: How professionals think in action. New York, NY: Basic Books.
- Schon, D. A. (1987). Educating the reflective practitioner: Towards a new design for teaching and learning in the profession. San Francisco, CA: Jossey-Bass.
- Smith, K., & Lev‐Ari, L. (2005). The place of the practicum in pre‐service teacher education: The voice of the students. Asia‐Pacific Journal of Teacher Education, 33(3), 289-302.
- Vavrus, M. (2002). Transforming the multicultural education of teachers. New York: Teachers College Press.
- Zeichner, K. (1996). Currents of reform in preservice teacher education. Teachers College Press, Teachers College, Columbia University, 1234 Amsterdam Avenue, New York, NY 10027 (paperback: ISBN-0-8077-3429-2; clothbound: ISBN-0-8077-3430-6).
Abstract
Türkiye'deki öğretmen yetiştirme programlarında öğrenilenleri uygulamak, öğretmen adaylığı kariyerinin son noktası olarak kabul edilmektedir. Bu uygulama öğretimi dönemi, teoriyi öğretim üyelerinin gözetiminde uygulamaya geçirme zamanı olarak hizmet eder. Bu çalışmada asıl amaç, mevcut öğretimin bazı sınırlamalarının üstesinden gelmek üzere yeniden tasarlanan uygulama öğretimi programı ile ilgili gözetmenlerin ve öğretmen adaylarının görüşlerini incelemektir. İkinci bir amaç olarak, öğretmen adaylarının öz yansımaları ile son dönemde belirli bir uygulama oturumunda gözetmenler tarafından sağlanan geri bildirimler arasındaki ortaklıklar ve farklılıklar da araştırılmıştır. Veri toplamak için, dil öğretiminde uzmanlaşmakta olan altı öğretmen adayı ve iki öğretim üyesi bu amaçlar doğrultusunda geliştirilen iki farklı yazılı ankete cevap vermek üzere görevlendirilmiştir. Yazılı yanıtlar içerik analizi ve açık kodlama ile analiz edilmiştir. Sonuçlar hem öğretmen adaylarının hem de gözetmenlerin yeniden tasarlanan programın uygulama ve geri bildirim oturumlarına ayrılan zaman gibi birçok güçlü yönü olduğunu düşündüğünü göstermiştir. Bununla birlikte, sadece son yılda aktif uygulama öğretiminin bu yeni programın zayıflığı olduğuna da inanıyorlar. Öğretmen adaylarının uygulamalı öğretimi sonrası yazılı belgelerin incelenmesi öğretmen adaylarının eğitimleri boyunca büyük bir yansıtıcı perspektif kazandıklarını göstermiştir. Ayrıca, malzemelerin kullanımı, yöntemlerin planlanması ve kullanımı konusunda gözetmenlerden yansımalarında ve geri bildirimlerinde bazı farklılıklar vardır. Bu çalışmanın dil öğretmeni eğitim programları ve öğretmen eğitmenleri üzerinde belirgin etkileri vardır.
References
- Buchberger, F., & Busch, F. (1988). The role of the practical element in initial teacher education. European Journal of Teacher Education, 11(1), 5-7.
- Burns, B. A., Grande, M., & Marable, M. A. (2008). Factors influencing teacher candidates' participation in a paid field experience with urban students. Issues in Teacher Education, 17(2), 101-116.
- Coballes-Vega, C. (1992). Considerations in Teaching Culturally Diverse Children. ERIC Digest.
- Dewey, J. (1934/1980) Art as Experience (New York, Perigree Books).
- Eisner, E. W. (2002). The arts and the creation of mind. Yale University Press.
- Heinemann, H., Obi, R. Pagano, A. & Weiner, L. (1992). Effects of using early pre-service field experiences in urban settings to prepare teachers to meet the challenges of teaching in multicultural urban schools.(ERIC Document Reproduction Service No. ED344868)
- Feiman-Nemser, S., & Buchman, M. (1985). Pitfalls of experience in teacher preparation. Teachers College Record, 87(1), 53-65.
- Goodlad, J. I. (1990). Teachers for our nation's schools. Jossey-Bass Inc., Publishers, 350 Sansome St., San Francisco, CA 94104.
- Lincoln, Y. S., & Guba, E. G. (1985). Establishing trustworthiness. Naturalistic inquiry, 289, 331.
- Shulman, L. (1987). Knowledge and teaching: Foundations of the new reform. Harvard educational review, 57(1), 1-23.
- Schon, D. A. (1983). The reflective practitioner: How professionals think in action. New York, NY: Basic Books.
- Schon, D. A. (1987). Educating the reflective practitioner: Towards a new design for teaching and learning in the profession. San Francisco, CA: Jossey-Bass.
- Smith, K., & Lev‐Ari, L. (2005). The place of the practicum in pre‐service teacher education: The voice of the students. Asia‐Pacific Journal of Teacher Education, 33(3), 289-302.
- Vavrus, M. (2002). Transforming the multicultural education of teachers. New York: Teachers College Press.
- Zeichner, K. (1996). Currents of reform in preservice teacher education. Teachers College Press, Teachers College, Columbia University, 1234 Amsterdam Avenue, New York, NY 10027 (paperback: ISBN-0-8077-3429-2; clothbound: ISBN-0-8077-3430-6).
Details
| Primary Language | English |
|---|---|
| Journal Section | Articles |
| Authors | |
| Publication Date | July 30, 2020 |
| Submission Date | November 2, 2019 |
| Published in Issue | Year 2020 Volume: 11 Issue: 3 |
