Reimagining trainee teacher practicum experiences in Turkish K-12 schools

Kırkgöz, Yasemin; O’Dwyer, John; Godfrey, T.J.; Üstünel, Eda

doi:10.1016/j.tate.2023.104204

Cited by 2 publications

(1 citation statement)

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“…Field experiences, such as school practicum, are considered essential components of teacher training programs [5][6][7][8][9]. A pre-service teacher may demonstrate proficiency in a practicum classroom, but this could be attributed to the assistance of a more experienced classmate or the guidance provided by a senior individual.…”

Section: Introductionmentioning

confidence: 99%

The Effect of Supervisors Feedback in Extended Teaching on Pre-Service Mathematics Teachers Practice

Boadi,

Amoah,

Ameyaw

et al. 2024

ACRI

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This study examined the influence of supervisor feedback on the teaching practices of pre-service mathematics teachers during Extended Teaching (off-campus teaching practice). The research design adopted for the study was action research. The target population was level 400 students of a College of Education and the population size was three hundred and ninety-two (392) whilst the sample size was sixty-three (63), comprising of pre-service mathematics teachers, which was selected based on purposive sampling. The instruments used for the study were Intern Teaching Assessment Form (ITAF) and Teaching Evaluation Comment Form (TECF). In the pre-intervention stage, a first supervision was conducted to identify the strength and weaknesses of the students before the feedback from the observation was discussed and reflections were held with the pre-service teachers to serve as the intervention. A second supervision was conducted to evaluate the intervention strategies. The results of the study showed a significant improvement in students’ second supervision scores (M=71.0000) compared to the first supervision scores (M=64.8033). A third supervision was conducted 7 weeks after the second supervision using ITAF and TECF to check students’ retention of teaching skills and knowledge, which the result showed no significant improvement in pre-service mathematics teachers’ second supervision scores (M=71.0000) compared to the third supervision scores (M=71.1475), indicating pre-service mathematics teachers’ retention of the teaching skills and knowledge had been exceptionally good. Supervisors' post-observation feedback enhances pre-service mathematics teachers' interpersonal communication, classroom management, student support strategies, leadership, and practical knowledge of standard-based curriculum implementation, thereby improving their instructional style. The study recommends the extension of the Extended Teaching duration to encompass an entire academic year in order to enhance the practical component of the preservice teacher training program and potentially impact the quality teaching and learning policy agenda.

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Section: Introductionmentioning

confidence: 99%

The Effect of Supervisors Feedback in Extended Teaching on Pre-Service Mathematics Teachers Practice

Boadi,

Amoah,

Ameyaw

et al. 2024

ACRI

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Influence of the wider educational context on the English language teaching practicum

Taş,

Aslan

2024

TESOL Journal

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Over decades, the body of research about the experiences and perceptions of prospective teachers of English during their teaching practicum has grown substantially. However, little research is currently available on the role of the wider educational context in shaping the TESOL practicum. The current study attempts to fill this gap by differentiating the wider educational context from the local situational context through providing details and insights about prospective teachers' intricate interactions with their wider educational context. In this study, the researchers used an exploratory qualitative research design. Following analysis of 24 participants' written observation reports collected over a 10‐week period, they conducted a focus group discussion with five participants. Findings revealed four key themes pertaining to the Turkish educational context, showing that several factors beyond the control of prospective teachers inevitably affect their practicum experience. In conclusion, this study delves into the complexity of the TESOL practicum by highlighting the intricate interplay between the wider educational context and prospective teachers' experiences. It is suggested that investigating context‐bound factors and gaining a deeper understanding of the elements that frame prospective teachers' perceptions of their wider educational context could ultimately result in more principled and effective teacher education.

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Reimagining trainee teacher practicum experiences in Turkish K-12 schools

Cited by 2 publications

References 43 publications

The Effect of Supervisors Feedback in Extended Teaching on Pre-Service Mathematics Teachers Practice

The Effect of Supervisors Feedback in Extended Teaching on Pre-Service Mathematics Teachers Practice

Influence of the wider educational context on the English language teaching practicum

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