Equipping the Classroom Teachers with Mentorship Tasks and Responsibilities

The Readiness of Primary and Preschool Pre-Service Teachers' for Teaching Profession in Turkey: A Mixed Methods Research

“…In addition, it was noticed that the preservice teachers did not give students a chance to participate equally during their in-class observations and had class management problems. Different academic studies support this outcome of the research (Bektaş & Ayvaz Can, 2019;Ünver, 2003). In their research, Akyıldız, Altun, and Kasım (2020) revealed that being observed by consultant teachers troubled pre-service teachers at the point of class management, causing them to be distressed and not to be able to feel like teachers.…”

University-school cooperation: Perspectives of pre-service teachers, practice teachers and faculty members

“…For example, while pre-service teachers criticized the practice teachers in terms of giving feedback and evaluation, practice teachers also stated that they wanted to receive education regarding this process. Results of other studies in the literature suggest that the practice teachers do not work by the purpose to develop pre-service teachers and do not give constructive feedback about their practices (Aydın, Selçuk & Yeşilyurt, 2007;Baştürk, 2009;Bektaş & Can, 2019;Çelik & Gül, 2018;Eraslan, 2008;Gökçe & Demirhan, 2005;Özmen, 2008;Paker, 2008). It is known that pre-service teachers need effective feedback and support from the practice teacher or faculty member in the planning phase of the lessons (Bektaş & Can, 2019;Paker, 2008).…”

“…Results of other studies in the literature suggest that the practice teachers do not work by the purpose to develop pre-service teachers and do not give constructive feedback about their practices (Aydın, Selçuk & Yeşilyurt, 2007;Baştürk, 2009;Bektaş & Can, 2019;Çelik & Gül, 2018;Eraslan, 2008;Gökçe & Demirhan, 2005;Özmen, 2008;Paker, 2008). It is known that pre-service teachers need effective feedback and support from the practice teacher or faculty member in the planning phase of the lessons (Bektaş & Can, 2019;Paker, 2008). Also, it is found that practice teachers behave indifferently towards pre-service teachers, display a negative attitude and are insufficient in guiding them (Aytaçlı, 2012;Bektaş & Can, 2019;Koç & Yıldız, 2012;Seçer, Çeliköz & Kayılı, 2010;Yılmaz, 2011).…”

“…It is known that pre-service teachers need effective feedback and support from the practice teacher or faculty member in the planning phase of the lessons (Bektaş & Can, 2019;Paker, 2008). Also, it is found that practice teachers behave indifferently towards pre-service teachers, display a negative attitude and are insufficient in guiding them (Aytaçlı, 2012;Bektaş & Can, 2019;Koç & Yıldız, 2012;Seçer, Çeliköz & Kayılı, 2010;Yılmaz, 2011). In this case, it may be necessary for practice teachers to receive training on this process.…”

“…This will change the perspective of preservice teachers on practice teachers and will enable them to get more efficiency from the process. It is known that such training for practice teachers has very positive effects on teachers and pre-service teachers (Bektaş & Can, 2019). It is recommended to increase the number and duration of teaching practice courses.…”