HANDE SERDAR TÜLÜCE
(İstanbul Bilgi Üniversitesi, Sosyal Bilimler ve Beşeri Bilimler Fakültesi, İngilizce Öğretmenliği Anabilim Dalı, İstanbul, Türkiye)
Sevdeğer ÇEÇEN
(İstanbul Bilgi Üniversitesi, Sosyal Bilimler ve Beşeri Bilimler Fakültesi, İngilizce Öğretmenliği Anabilim Dalı, İstanbul, Türkiye)
Yıl: 2016Cilt: 16Sayı: 1ISSN: 1303-0485 / 2148-7561Sayfa Aralığı: 127 - 151İngilizce

175 2
Scrutinizing Practicum for a More Powerful Teacher Education: A Longitudinal Study with Pre-service Teachers
This study aims to explore the role of school-based practicum in promoting pre-service English language teachers' professional development through the use of a longitudinal design in combination with qualitative methods. To achieve this aim, pre-service teachers were asked to successively reflect on video-recordings of their micro-lessons in their university-based methodology courses directly after delivering the micro-lessons and retrospectively after their practicum experience. The participants of this study were 13 pre-service English language teachers studying at a foundation university in Istanbul, Turkey. The same data collection methodology was adapted before and after the practicum to gain a deeper understanding of the learning stemming from school-based practicum. The data for the study came from pre- and post-self-evaluation reports as well as pre- and post-focus-group interviews that had been collected based on the pre-service teachers' video-recorded microteaching simulations. The findings indicate that pre-service teachers commented on the same pedagogical, psychological, and physical factors they had noticed regarding their micro-lesson before and after the practicum. However, some qualitative changes were detected in their views over time as they had become more learner-oriented and had developed a more reflective view of teaching following the practicum. These findings have implications for the impact of practicum for future teacher education programs.
Sosyal > Eğitim, Eğitim Araştırmaları
DergiAraştırma MakalesiErişime Kapalı
  • Akcan, S. (2010). Watching teacher candidates watch themselves: Reflections on a practicum program in Turkey. Profile, 12, 33-45.
  • Aypay, A. (2009). Teachers' evaluation of their pre-service teacher training. Educational Sciences: Theory & Practice, 9, 1113-1123.
  • Baecher, L., Kung, S.-C, Jewkes, A. M., & Rosalia, C. (2013). The role of video for self-evaluation in early field experiences. Teaching and Teacher Education, 36, 189-197.
  • Bakeman, R., & Gottman, J. M. (1986). Observing interaction: An introduction to sequential analysis. Cambridge University Press.
  • Betil-Eröz, T. (2013). Reflective feedback sessions using video recordings. ELT Journal, 67, 175- 183.
  • Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3, 77-101.
  • Britzman, D. (2003). Practice makes practice: A critical study of learning to teach. Albany, NY: State University of New York Press.
  • Çelik, M. (2008). Pre-service EFL teachers' reported concerns and stress for practicum in Turkey. Education and Science, 33, 97-109.
  • Cheng, M. H., Cheng, A. Y. N., & Tang, S. Y. F (2010). Closing the gap between the theory and practice of teaching: Implications for teacher education programmes in Hong Kong. Journal of Education for Teaching, 36, 91-104.
  • Çokluk, Ö., Yılmaz, K., & Oğuz, E. (2011). Nitel bir görüşme yöntemi: Odak grup görüşmesi [A qualitative interview method: Focus group interview]. Kuramsal Eğitimbilim, 4, 95-107.
  • Darling-Hammond, L. (2000a). How education matters. Journal of Teacher Education, 51, 166-173.
  • Darling-Hammond, L. (2000b). Teacher quality and student achievement: A review of state policy evidence. Education Policy Analysis Archives, 8. Retrieved from http://epaa.asu.edu/epaa/v8n1
  • Darling-Hammond, L. (2006). Powerful teacher education. San Francisco, CA: Jossey Bass.
  • Farrell, T. S. C. (2008). Promoting reflective practice in initial English language teacher education: Reflective microteaching. Asian Journal of English Language Teaching, 18, 1-15.
  • Gallant, A. (2013). Self-conscious emotion: How two teachers explore the emotional work of teaching. In M. Newberry, A. Gallant, & P. Riley (Eds.), Emotion and school: Understanding how the hidden curriculum influences relationships, leadership, teaching and learning (pp. 163- 181). Bingley, UK: Emerald Group Publishing.
  • Guyton, E., & McIntyre, J. D. (1990). Student teaching and field experiences. In W. R. Houston (Ed.), Handbook of research on teacher education (pp. 514-534). New York, NY: Macmillan.
  • Hamiloğlu, K. (2013). Turkish student teachers' reflections on their professional identity construction and reconstruction process during the practicum (Doctoral dissertation, University of Leicester). Retrieved from https://lra.le.ac.uk/bitstream/2381/29135/1/2013_HAMILOGLU_ EdD%20pdf.pdf
  • Hascher, T., Cocard, Y., & Moser, P. (2004). Forget about theory-practice is all? Student teachers' learning in practicum. Teachers and Teaching, 10, 623-637.
  • Johnson, K. E., & Arshavskaya, E. (2011). Strategic mediation in learning to teach: Reconceptualizing the microteaching simulation in an MA TESL methodology course. In K. E. Johnson & P. R. Golombek (Eds.), Research on second language teacher education: A sociocultural perspective on professional development (pp. 168-185). New York, NY: Routledge.
  • Kuter, S., Altinay Gazi, Z., & Altinay Aksal, F. (2012). Examination of co-construction of knowledge in videotaped simulated instruction. Educational Technology & Society, 15, 174-184.
  • LeFevre, D. M. (2004). Designing for teacher learning: Video-based curriculum design. In J. Brophy (Ed.), Using video in teacher education (pp. 235-258). Amsterdam, Netherland: Elsevier.
  • Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Newbury Park, CA: Sage.
  • Loughran, J. J. (2002). Effective reflective practice. Journal of Teacher Education, 53, 33-43.
  • Mace, S. (1996). Microteaching: A developmental activity in ELT pre-service teacher training. The Romanian Journal for Language Teacher Educators, 2, 33-41.
  • Marais, P. (2013). Feeling is believing: Student teachers' expressions of their emotions. Journal of Social Science, 35, 207-216.
  • Richards, J. C. (2008). Second language education today. RELC Journal, 39, 158-177.
  • Rosaen, C. L., Lundeberg, M., Cooper, M., Fritzen, A., & Terpstra, M. (2008). Noticing noticing: How does investigation of video records change how teachers reflect on their experiences? Journal of Teacher Education, 59, 347-360.
  • Savas, P. (2012). Micro-teaching videos in EFL teacher education methodology courses: Tools to enhance English proficiency and teaching skills among trainees. Procedia-Social and Behavioral Sciences, 55, 730-738.
  • Seferoğlu, G. (2006). Teacher candidates' reflections on some components of a pre-service English teacher education programme in Turkey. Journal of Education for Teaching, 32, 369-378.
  • Siry, C., & Martin, S. N. (2014). Facilitating reflexivity in preservice science teacher education using video analysis and cogenerative dialogue in field-based methods courses. Eurasia Journal of Mathematics, Science & Technology Education, 10(5), 481-508.
  • 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, 289-302.
  • Tang, S. Y. F. (2004). The dynamics of school-based learning in initial teacher education. Research Papers in Education, 19, 185-204.
  • Tarman, B. (2012). Prospective teachers' beliefs and perceptions about teaching as a profession. Educational Sciences: Theory & Practice, 12, 1964-1973.
  • van Es, E. A., & Sherin, M. G. (2002). Learning to notice: Scaffolding new teachers' interpretations of classroom interactions. Journal of Technology and Teacher Education, 10, 571-596.
  • Wajnryb, R. (1995). Classroom observation tasks: A resource book for language teachers and trainers. Cambridge University Press.
  • Wilson, S. M., Floden, R. E., & Ferrini-Mundy, J. (2002). Teacher preparation research: An insider's view from the outside. Journal of Teacher Education, 53, 190-204.
  • Yıldırım, A. (2013). Teacher education research in Turkey: Trends, issues and priority areas. Education and Science, 38, 175-191.
  • Yıldırım, A., & Şimşek, H. (2011). Sosyal bilimlerde nitel araştırma yöntemleri [Qualitative research methods in social sciences] (8th ed.). Ankara, Turkey: Seçkin Yayıncılık.
  • Yücel-Toy, B. (2015). A thematic review of preservice teacher education research in Turkey and reflections of teacher education policies. Education and Science, 40, 23-60.

TÜBİTAK ULAKBİM Ulusal Akademik Ağ ve Bilgi Merkezi Cahit Arf Bilgi Merkezi © 2019 Tüm Hakları Saklıdır.