Öz
This article reports the results of a teacher educator self-study
exploring the dynamics of professional learning and mentoring among university
practicum supervisors, cooperating teachers, and prospective English teachers
in Turkey. Bringing together five teacher
educators with 12+ years of supervision experience, this study focused
on the improvement of the quality in practicum
in ELT teacher education programs in different cities. Integrating the
perspectives of cooperating teachers and student teachers, we found that there
is a need for co-constructing visions for professional learning early on in
practicum among teacher educators and cooperating teachers. Our one-and-a-half
year-long collaborative inquiry revealed three themes related to the practicum:
the need for improving communication patterns among teacher educators and
cooperating teachers; clarifying roles and visions for professional development
of student teachers; and the need for all practicum stakeholders to develop
stronger professional enthusiasm and ownership of ELT based on their
professional identities.
Anahtar Kelimeler
Pre-service teacher education ELT practicum teacher educators professional learning selfstudy
Kaynakça
- Akcan, S., & Tatar, S. (2010). An investigation of the nature of feedback given to pre‐service English teachers during their practice teaching experience. Teacher Development, 14(2), 153-172.
- Bailey, K. M. (2006). Language teacher supervision: A case-based approach. New York: Cambridge University Press.
- Borko, H., & Mayfield, V. (1995). The roles of the cooperating teacher and university supervisor in learning to teach. Teaching and Teacher Education, 11(5), 501-518.
- Bullock, S. M. (2012). Creating a space for the development of professional knowledge: A self-study of supervising teacher candidates during practicum placements. Studying Teacher Education: A Journal of Self-study of Teacher Education Practices, 8(2), 143-156.
- Burns, R. W., Jacobs, J., & Yendol-Hoppey, D. (2016). The changing nature of the role of the university supervisor and function of preservice teacher supervision in an era of clinically-rich practice. Action in Teacher Education, 38(4), 410-425.
- Butler, D. L., & Schnellert, L. (2012). Collaborative inquiry in teacher professional development. Teaching and Teacher Education, 28(8), 1206-1220.
- Dana, N. F., & Yendol-Hoppey, D. (2008). The reflective educator's guide to professional development: Coaching inquiry-oriented learning communities. Thousand Oaks: Corwin Press.
- Gebhard, J. (2009). The practicum. In A. Burns & J. C. Richards (Eds.), Second language teacher education (pp. 250-258). Cambridge: Cambridge University Press.
- Haggard, D. L., Dougherty, T. W., Turban, D. B., & Wilbanks, J. E. (2011). Who is a mentor? A review of evolving definitions and implications for research. Journal of Management, 37(1), 280-304.
- Kitchen, J. (2009). Passages: Improving teacher education through narrative self-study. In D. L. Tidwell, M. L. Heston, & L. M. Fitzgerald (Eds.), Research Methods for the Self-study of Practice (pp. 35-51). New York, NY: Springer.
- Koç, E. M. (2012). Idiographic roles of cooperating teachers as mentors in pre-service distance teacher education. Teaching and Teacher Education, 28(6), 818-826.Kumaravadivelu, B. (2003). A postmethod perspective on English language teaching. World Englishes, 22(4), 539-550.
- Lassonde, C. A., Galman, S., & Kosnik, C. M. (Eds.). (2009). Self-study research methodologies for teacher educators. Rotterdam: Sense Publishers.
- Levine, T. H. (2011). Features and strategies of supervisor professional community as a means of improving the supervision of preservice teachers. Teaching and Teacher Education, 27(5), 930-941.
- McGraw, A., & Davis, R. (2017). Mentoring for pre-service teachers and the use of inquiry-oriented feedback. International Journal of Mentoring and Coaching in Education, 6(1), 50-63.
- Mtika, P., Robson, D., & Fitzpatrick, R. (2014). Joint observation of student teaching and related tripartite dialogue during field experience: Partner perspectives. Teaching and Teacher Education, 39, 66-76.
- O'Brian, M., Stoner, J., Appel, K., & House, J. J. (2007). The first field experience: Perspectives of preservice and cooperating teachers. Teacher Education and Special Education, 30(4), 264-275.
- Orland-Barak, L. (2001). Reading a mentoring situation: One aspect of learning to mentor. Teaching and Teacher Education, 17(1), 75-88.
- Pajak, E. F. (2003). Honoring diverse teaching styles: A guide for supervisors. Alexandria, VA: Association for Supervision and Curriculum Development.
- Pinnegar, S., & Hamilton, M. L. (2009). Self-study of practice as a genre of qualitative research: Theory, methodology, and practice (Vol. 8). Springer Science & Business Media.
- Ragins, B. R. (2012). Relational mentoring: A positive approach to mentoring at work. In K. S. Cameron & G. M. Spreitzer (Eds.), The handbook of positive organizational scholarship (pp. 519-536). New York: Oxford University Press.
- Russell, M., & Russell, J. (2011). Mentoring relationships: Cooperating teachers on mentoring student interns. The Professional Educator, 35(1), 16-35.
- Santoli, S. P., & Martin, S. F. (2012). Learning together: Advancing the training of preservice teachers while training mentor teachers to lead. The New Educator, 8(4), 345-360.
- Sayeski, K. L., & Paulsen, K. J. (2012). Student teacher evaluations of cooperating teachers as indices of effective mentoring. Teacher Education Quarterly, 39(2), 117-130.
- Strieker, T., Adams, M., Cone, N., Hubbard, D., & Lim, W. (2017). Supervision matters: Collegial, developmental and reflective approaches to supervision of teacher candidates. Cogent Education, 3(1), 1251075.
- Tang, S.Y.F., & Chow A.W.K. (2007). Communicating feedback in teaching practice supervision in a learning-oriented field experience assessment framework. Teaching and Teacher, Education, 23,1066-1085.
- Wallace, M. J. (1991). Training foreign language teachers: A reflective approach. Cambridge: Cambridge University Press.
- Yendol-Hoppey, D., Dana, N. F., & Delane, D. C. (2009). Inquiry-oriented mentoring in the professional development school: two illustrations. School-University Partnerships, 3(1), 6-13.
- Yuan, R., & Hu, Y. (2017). Teachers’ views on the qualities of effective EFL teacher educators. ELT Journal, 72(2), 141-150.
Öz
Bu çalışma, öğretmenlik
uygulamasında görev alan öğretim elemanlarının, öğretmenlik uygulaması
okullarında görev yapan danışman öğretmenlerin ve öğretmen adaylarının mesleki
öğrenme ve danışma etkileşimlerinin bireysel bakış açısı aracılığıyla
değerlendirilmesini amaçlamaktadır. Bu amaçla, 12 yıldan fazla danışmanlık
deneyimi olan ve farklı şehirlerde İngilizce öğretmeni yetiştirme
programlarında görev yapan öğretmen yetiştiriciler, öğretmenlik uygulaması
dersinin iyileştirmesini amaçlayarak bir araya gelmiş ve deneyimlerini
yansıtmıştır. Daha sonra öğretmenlik uygulaması sürecinde danışman öğretmen
olarak görev yapan hizmet içi öğretmenlerin ve öğretmen adaylarının görüşleri
de alınmıştır. Bunların sonucunda, öğretim elemanları ile okullardaki danışman
öğretmenlerin, öğretmenlik uygulamasının planlanması aşamasından itibaren "birlikte
geliştirilen yaklaşımlar" oluşturmasının gerekliliği ortaya çıkmıştır. Bir
buçuk yıl süren ortak çalışmaya dayalı olan bu araştırmada, öğretmenlik
uygulamasına yönelik olarak üç tema öne çıkmıştır. Bu temalar, öğretim
elemanları ile danışman öğretmenler arasındaki iletişim kalıplarının
geliştirilmesi, öğretmen adaylarının öğretmenlik uygulaması sürecindeki
rollerinin ve yaklaşımlarının belirginleştirilmesi ve tüm öğretmenlik
uygulaması paydaşlarının İngilizce öğretmeye dayalı mesleki kimliklerine ilişkin
güçlü profesyonel istek ve sahiplenme duygularını geliştirmelerinin gerekliliği
olarak gruplanmıştır.
Anahtar Kelimeler
Hizmet öncesi öğretmen eğitimi İngilizce öğretmenliği öğretmenlik uygulaması öğretmen yetiştiriciler mesleki öğrenme bireysel çalışma
Kaynakça
- Akcan, S., & Tatar, S. (2010). An investigation of the nature of feedback given to pre‐service English teachers during their practice teaching experience. Teacher Development, 14(2), 153-172.
- Bailey, K. M. (2006). Language teacher supervision: A case-based approach. New York: Cambridge University Press.
- Borko, H., & Mayfield, V. (1995). The roles of the cooperating teacher and university supervisor in learning to teach. Teaching and Teacher Education, 11(5), 501-518.
- Bullock, S. M. (2012). Creating a space for the development of professional knowledge: A self-study of supervising teacher candidates during practicum placements. Studying Teacher Education: A Journal of Self-study of Teacher Education Practices, 8(2), 143-156.
- Burns, R. W., Jacobs, J., & Yendol-Hoppey, D. (2016). The changing nature of the role of the university supervisor and function of preservice teacher supervision in an era of clinically-rich practice. Action in Teacher Education, 38(4), 410-425.
- Butler, D. L., & Schnellert, L. (2012). Collaborative inquiry in teacher professional development. Teaching and Teacher Education, 28(8), 1206-1220.
- Dana, N. F., & Yendol-Hoppey, D. (2008). The reflective educator's guide to professional development: Coaching inquiry-oriented learning communities. Thousand Oaks: Corwin Press.
- Gebhard, J. (2009). The practicum. In A. Burns & J. C. Richards (Eds.), Second language teacher education (pp. 250-258). Cambridge: Cambridge University Press.
- Haggard, D. L., Dougherty, T. W., Turban, D. B., & Wilbanks, J. E. (2011). Who is a mentor? A review of evolving definitions and implications for research. Journal of Management, 37(1), 280-304.
- Kitchen, J. (2009). Passages: Improving teacher education through narrative self-study. In D. L. Tidwell, M. L. Heston, & L. M. Fitzgerald (Eds.), Research Methods for the Self-study of Practice (pp. 35-51). New York, NY: Springer.
- Koç, E. M. (2012). Idiographic roles of cooperating teachers as mentors in pre-service distance teacher education. Teaching and Teacher Education, 28(6), 818-826.Kumaravadivelu, B. (2003). A postmethod perspective on English language teaching. World Englishes, 22(4), 539-550.
- Lassonde, C. A., Galman, S., & Kosnik, C. M. (Eds.). (2009). Self-study research methodologies for teacher educators. Rotterdam: Sense Publishers.
- Levine, T. H. (2011). Features and strategies of supervisor professional community as a means of improving the supervision of preservice teachers. Teaching and Teacher Education, 27(5), 930-941.
- McGraw, A., & Davis, R. (2017). Mentoring for pre-service teachers and the use of inquiry-oriented feedback. International Journal of Mentoring and Coaching in Education, 6(1), 50-63.
- Mtika, P., Robson, D., & Fitzpatrick, R. (2014). Joint observation of student teaching and related tripartite dialogue during field experience: Partner perspectives. Teaching and Teacher Education, 39, 66-76.
- O'Brian, M., Stoner, J., Appel, K., & House, J. J. (2007). The first field experience: Perspectives of preservice and cooperating teachers. Teacher Education and Special Education, 30(4), 264-275.
- Orland-Barak, L. (2001). Reading a mentoring situation: One aspect of learning to mentor. Teaching and Teacher Education, 17(1), 75-88.
- Pajak, E. F. (2003). Honoring diverse teaching styles: A guide for supervisors. Alexandria, VA: Association for Supervision and Curriculum Development.
- Pinnegar, S., & Hamilton, M. L. (2009). Self-study of practice as a genre of qualitative research: Theory, methodology, and practice (Vol. 8). Springer Science & Business Media.
- Ragins, B. R. (2012). Relational mentoring: A positive approach to mentoring at work. In K. S. Cameron & G. M. Spreitzer (Eds.), The handbook of positive organizational scholarship (pp. 519-536). New York: Oxford University Press.
- Russell, M., & Russell, J. (2011). Mentoring relationships: Cooperating teachers on mentoring student interns. The Professional Educator, 35(1), 16-35.
- Santoli, S. P., & Martin, S. F. (2012). Learning together: Advancing the training of preservice teachers while training mentor teachers to lead. The New Educator, 8(4), 345-360.
- Sayeski, K. L., & Paulsen, K. J. (2012). Student teacher evaluations of cooperating teachers as indices of effective mentoring. Teacher Education Quarterly, 39(2), 117-130.
- Strieker, T., Adams, M., Cone, N., Hubbard, D., & Lim, W. (2017). Supervision matters: Collegial, developmental and reflective approaches to supervision of teacher candidates. Cogent Education, 3(1), 1251075.
- Tang, S.Y.F., & Chow A.W.K. (2007). Communicating feedback in teaching practice supervision in a learning-oriented field experience assessment framework. Teaching and Teacher, Education, 23,1066-1085.
- Wallace, M. J. (1991). Training foreign language teachers: A reflective approach. Cambridge: Cambridge University Press.
- Yendol-Hoppey, D., Dana, N. F., & Delane, D. C. (2009). Inquiry-oriented mentoring in the professional development school: two illustrations. School-University Partnerships, 3(1), 6-13.
- Yuan, R., & Hu, Y. (2017). Teachers’ views on the qualities of effective EFL teacher educators. ELT Journal, 72(2), 141-150.
Ayrıntılar
| Birincil Dil | İngilizce |
|---|---|
| Bölüm | Makaleler |
| Yazarlar | |
| Yayımlanma Tarihi | 11 Mart 2019 |
| Gönderilme Tarihi | 4 Aralık 2018 |
| Yayımlandığı Sayı | Yıl 2019 Cilt: 19 Sayı: 1 |