A Head-Start to Teaching

Hoş, Rabia; Cinarbas, Halil Ibrahim; Yagci, Hatice

doi:10.4018/ijtepd.2019070105

Cited by 4 publications

(2 citation statements)

References 50 publications

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“…At this stage, increased awareness regarding teaching was reported as another source for preparedness to teach. This aligns with previous research with pre-service English language teachers in the Turkish context reporting that after FE, the PSTs developed increased understanding regarding schools and its etiquettes (Hos et al, 2019) and their own and others' teaching which help them learn to make informed decisions (Gebhard, 2009). Besides, during FE, PSTs shadow their mentors and practice teaching skills, design and implement curricular activities, and establish relationships with students (A. L. Brown et al, 2015).…”

Section: Discussionsupporting

confidence: 87%

Pre-service English Language Teachers’ State of Preparedness to Teach and Its Sources in Field Experience

Çelik

Topkaya

2023

Bartın Üniversitesi Eğitim Fakültesi Dergisi

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This study examined senior pre-service English teachers’ (PSTs) state of preparedness to teach and its sources during their field experience in practicum schools. In a longitudinal descriptive design, including school experience and teaching practicum phases, one-on-one, semi-structured interviews were conducted with 30 PSTs. Cross-sectional and retrospective data were collected and analyzed through constant comparison method. In the beginning of the entire process, the PSTs were observed to be either prepared or not prepared to teach. However, as the field experience continued, those who felt somehow prepared to teach emerged. Besides, despite obvious decrease in their number over the field experience, those who felt prepared to teach were more compared to those who were not prepared or somehow prepared to teach. Although the PSTs attached their preparedness to teach to higher teaching-efficacy perceptions and their unpreparedness to teach to untested teaching competencies before experiencing field experience, having been through the process, they were observed to put strong emphasis on their fulfilled professional and developmental needs by their school-based mentors. Despite variations and fluctuations in the sources that the PSTs attached their preparedness to teach to, and among others such as perceptions of higher teaching efficacy, the findings revealed the pivotal role that school-based mentoring played upon the development of PSTs’ preparedness to teach.

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Section: Discussionsupporting

confidence: 87%

Pre-service English Language Teachers’ State of Preparedness to Teach and Its Sources in Field Experience

Çelik

Topkaya

2023

Bartın Üniversitesi Eğitim Fakültesi Dergisi

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“…The program is also aimed at generating professional teachers facilitated teacher education program. The teacher education programs are the environments in which pre-service language teachers construct their knowledge, begin to form their personal identities and learn to teach (Hos, Cinarbas, & Yagci, 2019).…”

Section: Literature Reviewmentioning

confidence: 99%

Prospective Teachers’ Barriers in Field Practice Experience

Kurniasy¹,

Idami²,

Wati³

et al. 2023

eduline j. educ. learn. innov.

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Teaching Practice Experience Program is one of the mandatory courses for all students of the faculty of education. This activity aims to provide real experience for students as prospective teachers. This study described prospective teachers' difficulties in practical teaching during their field practice experience program in Langsa, Aceh, Indonesia. This study applied a qualitative descriptive approach with a case study type of research. The participants were selected purposively. They were the seventh-semester students of the English Department who had conducted field practice experience consisting of 6 students. The data was collected through semi-structured interviews. The result revealed that among the barriers they encountered during their field practice experience were difficulties in facilitating a vibrant classroom atmosphere, teaching by using English, selecting and implementing appropriate methods or techniques, especially in teaching writing skills and challenges to execute lesson plans. Henceforth, this research contributes to enrich the literatures of field teaching practice and the barriers found, so it can be a valuable reference in the next research to provide the solution of the problems.

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Promoting inclusivity: exploring Turkish language teacher identity and cognition in special education for students with visual impairments

Cinarbas,

Daloglu

2024

QAE

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Purpose This case study aims to enrich research on language teacher identity and cognition by detailing the experiences of English language teachers instructing students with visual impairments in Türkiye, exploring the (re)formation of their identity and cognition within this context. Design/methodology/approach This study uses a qualitative approach, combining interviews, observations, field notes and legal document analysis. Hiver and Al-Hoorie's (2016) Complexity Theory guides data collection and analysis, supported by MAXQDA software. Findings The findings highlight the influences of personal, social, cultural and educational factors on language teacher identity and cognition, with a focus on interactions in preservice education, institutional requirements and instructional methods at the School for the Blind. Originality/value This case study provides practical and theoretical insights into language teacher identity and cognition within special education schools, contributing to the broader discourse on diversity in this field.

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A Head-Start to Teaching

Cited by 4 publications

References 50 publications

Pre-service English Language Teachers’ State of Preparedness to Teach and Its Sources in Field Experience

Pre-service English Language Teachers’ State of Preparedness to Teach and Its Sources in Field Experience

Prospective Teachers’ Barriers in Field Practice Experience

Promoting inclusivity: exploring Turkish language teacher identity and cognition in special education for students with visual impairments

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