Language teacher trainees’ sense of professional agency in practicum: cases from Turkey, Portugal and Poland

Ekşi, Gonca Yangın; Yakışık, Burçak Yılmaz; Aşık, Asuman; Fişne, Fatıma Nur; Werbińska, Dorota; Cavalheiro, Lili

doi:10.1080/13540602.2019.1587404

Cited by 10 publications

(6 citation statements)

References 25 publications

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“…Through reflective activities, teacher educators can assist STs by challenging their personal experiences and beliefs (Walkington, 2005). On that account, with the competence and confidence obtained from reflective practices during their program, STs autonomously become the decision-makers in their own classes and develop into the professional agents of their careers (Yangın Ekşi et al, 2019).…”

Section: Discussionmentioning

confidence: 99%

“…The STs asserted that having a voice empowers them with the independence and authority to acknowledge their effective teaching experiences and to theorize their practice. It gradually assists them to develop professional agency in order to become active agents of their profession (Yangın Ekşi et al, 2019)…”

Section: Most Of Our Classes Involve Monologue Lectures Of Instructors We Like To Add the Flavor Of Personal Experiences To The Courses Amentioning

confidence: 99%

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Giving Voice to the Voiceless: Probing Current Issues for Student Teachers in EFL Teacher Education Program in Iran

Karimi¹,

Alamdari²,

Ahmadian³

2021

JLE

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The present study attempted to give insight into the features of an effective English as a foreign language (EFL) teacher education program by exploring student teachers’ beliefs, ideas, and the challenges they encounter during their teacher education program. The data were collected through several semi-structured focus group interview sessions with a total number of forty-one BA, MA, and PhD students studying teaching English as a foreign language (TEFL) at university. The qualitative grounded theory design was used to analyze the data, and the findings of the study were corroborated with interpretations obtained from the informal observation of several university classes in a TEFL teacher education program in Iran. The inductive analysis of the data resulted in developing the following categories: the challenge of developing the ability to move back and forth from theory to practice, the struggle to establish a professional identity, the quest for the ‘self’, less-practiced reflective practice, and the missing connection between teacher education programs and schools. The discussion concerning the challenges and issues culminated in implications for EFL teacher education programs through which they can take the issues that student teachers normally experience into account and help them pave the way for an effective EFL teacher education program.

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Section: Discussionmentioning

confidence: 99%

Section: Most Of Our Classes Involve Monologue Lectures Of Instructors We Like To Add the Flavor Of Personal Experiences To The Courses Amentioning

confidence: 99%

Giving Voice to the Voiceless: Probing Current Issues for Student Teachers in EFL Teacher Education Program in Iran

Karimi¹,

Alamdari²,

Ahmadian³

2021

JLE

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show abstract

“…Flere av studiene er sortert innenfor mer enn ett hovedtema på grunn av bredt tema og vide problemstillinger. Trent, 2014;Cheng, 2005;Chien, 2015;Hildenbrand & Arndt, 2016;Howells & Cumming, 2012;Mauri et al, 2019;Yangın Ekşi et al, 2019Caires et al, 2012Parsons & Stephenson, 2005Mjåtveit & Jakobsen, 2014Dreer, 2020Poulou, 2007Timoštšuk & Ugaste, 2012;Yuan & Lee, 2016;Meijer et al, 2011Kokkinos et al, 2016Liou et al, 2017Janssen et al, 2008Martins et al, 2015;Malderez et al, 2007Gloppen, 2013Sørensen, 2019 Østrem, 2009;Fuglseth, 2009;Mosvold et al, 2014;…”

Section: Metodeunclassified

“…De blir mer selvsikre og effektive i praksis når laererkollegiet ved praksis skolen er imøtekommende. Det er videre viktig at praksislaererne fremstår som gode modeller gjennom å vaere støttende og konstruktive og gir studentene mer rom for selvstendighet i praksis (Yangın Ekşi et al, 2019). Relasjoner mellom ulike laerings fellesskap i praksis har i tillegg betydning for kvaliteten på studentenes laeringsprosess (Trent, 2014) fordi praksislaerere og faglaerere fra laererutdanningen fremstår som sosiale agenter for laererstudenter i praksis (Cheng, 2005).…”

Section: Relasjonerunclassified

“…Laererstudenters etablering og vedlikehold av relasjoner i praksis synes blant annet å påvirke kvaliteten på deres laeringsprosess i praksis, hvorvidt laeringsmål for praksisopplaeringen oppnås, og om studentene sosialiseres inn i profesjonen (se f.eks. Haugan, 2014, Hildenbrand & Arndt, 2016Yangın Ekşi et al, 2019). Praksisopplaeringen i GLU skal i henhold til nasjonale retningslinjer (UHR-laererutdanning, 2018a, 2018b) utvikle laererstudentenes generelle relasjonskompetanse.…”

Section: Diskusjonunclassified

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Sentrale områder i praksisopplæringen for lærerstudenters profesjonelle utvikling – en systematisk forskningsgjennomgang (2005–2020)

S�rensen¹,

Bj�rndal²

2021

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Denne artikkelen presenterer en systematisk forskningsgjennomgang som retter oppmerksomheten mot praksisoppl�ring i l�rerutdanning som arena for l�rerstudenters profesjonelle utvikling. Totalt 84 empiriske nasjonale og internasjonale studier, publisert i tidsrommet 2005�2020, inng�r i studien og er analysert ved hjelp av tematisk analyse. Forskningssp�rsm�let vi besvarer, er: Hvilke omr�der i praksisoppl�ring i l�rerutdanning (trinn 1�10) fremheves som sentrale for l�rerstudenters profesjonelle utvikling, i empiriske studier? M�lsettingen med forskningsgjennomgangen er � bidra med innsikt og kunnskap som kan anvendes i kvalitetsutvikling av praksisoppl�ringen i grunnskolel�rerutdanningen i Norge (GLU). Resultatene fra analysen viser at fem omr�der i praksisoppl�ringen fremst�r som sentrale for studenters profesjonelle utvikling: sosiale og emosjonelle aspekter, praksiserfaringer, teori�praksis-dimensjonen, veiledning og refleksjon. Resultatene fra forskningsgjennomgangen har vi diskutert i lys av norsk kontekst. Diskusjonen tydeliggj�r at de fem omr�dene f�r ulik oppmerksomhet i nasjonale empiriske studier og i nasjonale styringsdokumenter for GLU, selv om omr�dene synes � fremst� som sentrale for l�rerstudenters profesjonelle utvikling.

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From perceived discrepancies to intentional efforts: Understanding English department teachers’ agency in classroom instruction in a changing curricular landscape

Ruan

Zheng

Toom

2020

Teaching and Teacher Education

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Language teacher trainees’ sense of professional agency in practicum: cases from Turkey, Portugal and Poland

Cited by 10 publications

References 25 publications

Giving Voice to the Voiceless: Probing Current Issues for Student Teachers in EFL Teacher Education Program in Iran

Giving Voice to the Voiceless: Probing Current Issues for Student Teachers in EFL Teacher Education Program in Iran

Sentrale områder i praksisopplæringen for lærerstudenters profesjonelle utvikling – en systematisk forskningsgjennomgang (2005–2020)

From perceived discrepancies to intentional efforts: Understanding English department teachers’ agency in classroom instruction in a changing curricular landscape

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