The Relationship between Theory and Practice: An Examination Based on Pre-Service Teachers' Beliefs

Özmutlu, Emel Bayrak

doi:10.14689/enad.30.10

Cited by 4 publications

(2 citation statements)

References 51 publications

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“…Therefore, relevant literature emphazises that there is a need to focus on how theoretical knowledge is taught. In fact, Bayrak-Özmutlu (2022), in her article examining the views of preservice teachers on what can be done about the integration of theory and practice, states that the problem of context and trust should be overcome in the teaching of theoretical knowledge. Teaching methods that can overcome these problems in teaching theoretical knowledge can enable preservice teachers to have more elaborated, detailed, and accessible schemas.…”

Section: Discussion Conclusionmentioning

confidence: 99%

A Study on the Situations Determining the Classroom Decisions of Preservice Teachers and the Criteria for Evaluating Their Decision

Özmutlu¹

2023

Journal of Teacher Education and Lifelong Learning

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This study presents an examination of situations that drive preservice teachers to make new decisions in the teaching practice process and the criteria they use in evaluating the decisions they make. In the study, a basic qualitative research model was adopted, and the criterion sampling method was used to determine the study group. Ten preservice teachers studying in the final year of the classroom teaching programme constitute the participants of the study. A reflective evaluation form and semi-structured interview form were used in the data collection process of the study. The preservice teachers filled in the reflective evaluation form after each implementation process they carried out over a period of ten weeks. In addition, the semi-structured interviews based on the reflective evaluation forms were conducted with the participants in pairs every week. The research showed that there were 57 different situations that drove the candidates to make new decisions in the classroom. It was seen that the candidates used 14 criteria in evaluating their decisions. When these criteria were examined closely, it was observed that the participants evaluated their decisions mainly on the basis of teacher-oriented and teaching-oriented criteria. In teacher education, specialised situations that require prospective teachers to make decisions in the classroom environment should be focused on. Moreover, by creating opportunities for preservice teachers to evaluate their decisions, candidates should be directed towards being student-oriented and learning-oriented in evaluating their decisions.

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Section: Discussion Conclusionmentioning

confidence: 99%

A Study on the Situations Determining the Classroom Decisions of Preservice Teachers and the Criteria for Evaluating Their Decision

Özmutlu¹

2023

Journal of Teacher Education and Lifelong Learning

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“…When we examine the literature focusing on teacher education (Bayrak Özmutlu, 2022;Darling-Hammond, 2000;Darling-Hammond et al, 2017;Korthagen et al, 2006), it is indicated that there are problems in linking theory and practice in university-based teacher education programs. Pre-service teachers' acquisition of field experience is among the prominent proposals for solving this problem.…”

Section: Introductionmentioning

confidence: 99%

Field Experience and Digital Technology-Based Literacy Instruction

Çetinkaya

2024

International Journal of Educational Research Review

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This action research involves the use of Grossman's representation, decomposition and approximation framework in field experience and how pre-service teachers can use digital tools in literacy instruction. The analysis of the data revealed that pre-service teachers' participation in this action research had an impact on their self-efficacy beliefs towards literacy teaching (SEB-TL) and microteaching skills, and that the participants felt that teaching a field experience-based literacy instruction course (LIC) integrating the use of digital tools contributed positively to their professional development. Based on the research findings, the need to integrate digital tools into literacy instruction in teacher education in the 21st century was discussed. In addition, the importance of simultaneous implementation of field experience and theory in literacy instruction was discussed by bringing an alternative perspective to teacher education programs, in which theoretical courses are given first and then theory and practice are combined.

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Mesleğe Yeni Başlayan Türkçe Öğretmenlerinin Karşılaştığı Sorunlar: Öğretmen Eğitimi Programı Temelinde Bir İncelenme

KANIK UYSAL,

BAYRAK ÖZMUTLU

2023

Cukurova University Faculty of Education Journal

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The aim of this study was to examine the problems faced by Turkish teachers who have recently entered the profession, based on the teacher education program. For this purpose, the types of knowledge needed by Turkish teachers and the problem areas that these point to in the teacher education program were examined. In the study, a basic qualitative research design was adopted and criterion sampling was used to select the study group. Qualitative data obtained through interviews with nine teachers who graduated from six different universities were analyzed using descriptive analysis. The findings showed that the types of knowledge that the participants needed following their professional experiences and the evaluations they made of the teacher education programs on this basis pointed to five problem areas. These are the identity problem, content problem, learner problem, teaching problem and context problem. The types of knowledge needed by teachers are self-knowledge, content knowledge, general pedagogical knowledge, pedagogical content knowledge, and context knowledge, respectively. Participants stated that the education they received during their undergraduate education did not match the content they used in their professional lives, and that while they should have carried out studies focused on improving their language skills in the classroom environment, they took literature and theoretical courses during their undergraduate education. Participants also stated that due to their shortcomings in teaching language skills, they gave priority to teaching grammar in their lessons and tried to fill the gap they experienced in teaching skills with grammar teaching. Furthermore, it was observed that the participants were also in need of knowledge and skills related to teacher training in subjects such as communication with other stakeholders at school, knowledge of regulations, and communication with administrators and parents.

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The Relationship between Theory and Practice: An Examination Based on Pre-Service Teachers' Beliefs

Cited by 4 publications

References 51 publications

A Study on the Situations Determining the Classroom Decisions of Preservice Teachers and the Criteria for Evaluating Their Decision

A Study on the Situations Determining the Classroom Decisions of Preservice Teachers and the Criteria for Evaluating Their Decision

Field Experience and Digital Technology-Based Literacy Instruction

Mesleğe Yeni Başlayan Türkçe Öğretmenlerinin Karşılaştığı Sorunlar: Öğretmen Eğitimi Programı Temelinde Bir İncelenme

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