Araştırma Makalesi
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Yıl 2023, Cilt: 7 Sayı: 1 - JLR, 29 - 48, 30.12.2023

Servet Çelik Handan Çelik Bilal Karaca

https://doi.org/10.51726/jlr.1341865

Öz

Kaynakça

  • Aguinis, H. (2009). An expanded view of performance management. In J. W. Smither, & M. London (Eds.), Performance management: Putting research into action (pp. 1-43). Wiley.
  • Ak Başoğul, D. & Oryaşın, M., & Coşkun, Z. (2023). The situation of meeting the 21st century teacher competencies of the MEB practicum student evaluation forms. RumeliDE Journal of Language and Literature Studies, 33, 191-214. https://doi.org/10.29000/rumelide.1285272
  • Akcan, S., & Tatar, S. (2010). An investigation of the nature of feedback given to pre-service English teachers during their practice teaching experience. Teacher Development, 14(2), 153-172. https://doi.org/10.1080/13664530.2010.494495
  • Altınmakas, D. (2012). The influence of feedback on student teachers’ professional development. In Y. Bayyurt & Y. Bektaş-Çetinkaya (Eds.), Research perspectives on teaching and learning English in Turkey: Policies and practices (pp. 91-105). Peter Lang.
  • Anderson, N. A., & Radencich, M. C. (2001). The value of feedback in an early field experience: Peer, teacher, and supervisor coaching. Action in Teacher Education, 23(3), 66–74. https://doi.org/10.1080/01626620.2001.10463076
  • Asregid, D., Mihiretie, D. M., & Kassa, S. A. (2023). Teacher educators’ use of feedback to facilitate reflective practice among pre-service teachers during microteaching. Cogent Education, 10(2), Article 2257121. https://doi.org/10.1080/2331186X.2023.2257121
  • Aydın, Ö. (2016). An exploration on mentoring process in ELT practicum: Perspectives of student teachers, cooperating teachers, and supervisors. [Unpublished MA Thesis]. Middle East Technical University.
  • Aydın, Ö., & Ok, A. (2020). Mentoring practices in English language teaching practicum: Student teachers’ perspectives on cooperating teachers’ roles in the Turkish context. The Teacher Educator, 55(3), 248-266. https://doi.org/10.1080/08878730.2019.1701756
  • Bailey, K. M. (2006). Language teacher supervision: A case-based approach. Cambridge University Press. https://doi.org/10.1017/CBO9780511667329
  • Bhatti, M. T., Teevno, R. A., & Devi, S. (2020). Meta-analysis of the role of supervisory feedback in EFL/ESL teacher education. Elementary Education Online, 19(3), 3906-3930.
  • Bullock, S. M. (2017). Understanding candidates’ learning relationships with their cooperating teachers: A call to reframe my pedagogy. Studying Teacher Education, 13(2), 179–192. https://doi.org/10.1080/17425964.2017.1342355
  • Bulut, M. (2016). Pre-service EFL teacher learning during the practicum: A multiple case study in a context of systemic dissonance [Doctoral dissertation, University of Leeds]. White Rose eTheses Online. https://etheses.whiterose.ac.uk/17977/1/Bulut_M_Education_PhD_2016.pdf
  • Caires, S., Almeida, L. S., & Martins, C. (2010). The socioemotional experiences of student teachers during practicum: A case of reality chock? The Journal of Educational Research, 103, 17-27. https://doi.org/10.1080/00220670903228611
  • Caires, S., Almeida, L., & Vieira, D. (2012). Becoming a teacher: Student teachers’ experiences and perceptions about teaching practice. European Journal of Teacher Education, 35(2), 163-178. https://doi.org/10.1080/02619768.2011.643395
  • Castaneda, J. A. F., & Montenegro, M. I. R. (2015). The paradox of the practicum: Affinity to and resistance towards teaching. IIkala, Revista de Lenguaje y Cultura, 20(3), 239–341. https://doi.org/10.17533/udea.ikala.v20n3a04
  • Celen, K. M., & Akcan, S. (2017). Evaluation of an ELT practicum programme from the perspectives of supervisors, student teachers and graduates. Journal of Teacher Education and Educators, 6(3), 251-274.
  • Circoki, A., Madyarov, I., & Baecher, L. (Eds.). (2019). Current perspectives on the TESOL practicum: Cases from around the globe. Springer. https://doi.org/10.1007/978-3-030-28756-6
  • CoHE [Council of Higher Education]. (1998). Fakülte-okul işbirliği [Faculty-school cooperation]. CoHE. https://www.yok.gov.tr/Documents/Yayinlar/Yayinlarimiz/Fakulte-Okul-Isbirligi.pdf
  • CoHE [Council of Higher Education]. (2007). Öğretmen yetiştirme ve eğitim fakülteleri [Teacher education and faculties of education] (1982-2007). https://www.yok.gov.tr/Documents/Yayinlar/Yayinlarimiz/ogretmenyetistirme-ve-egitim-fakulteleri.pdf
  • Cohen, L., Manion, L., Morrison, K., & Wyse, D. (2010). A guide to teaching practice (Revised 5th ed.). Routledge. https://doi.org/10.4324/9780203848623
  • Crandall, J. A. (2000). Language teacher education. Annual Review of Applied Linguistics, 20, 34–55. https://doi.org/10.1017/S0267190500200032
  • Crookes, G. (2003). A practicum in TESOL: Professional development through teaching practice. Cambridge University Press.
  • Çakmak, M., & Gündüz, M. (2019). Dimensions and emerging themes in teaching practicum: A global perspective. Routledge. https://doi.org/10.4324/9781351209885
  • Çelik, H., & Zehir Topkaya, E. (2023). Pre-service English language teachers’ state of preparedness to teach and its sources in field experience. Bartın University Faculty of Education Journal, 12(2),372-389. https://doi.org/10.14686/buefad.1059588
  • Elliott, K. (2015). Teacher performance appraisal: More about performance or development? Australian Journal of Teacher Education (Online), 40(9), 102-116. https://doi.org/10.14221/ajte.2015v40n9.6
  • Farr, F., & Farrell, A. (2023). The reflective cycle of the teaching practicum. Equinox Publishing. Farrell, T. S. (2008). Here's the book, go teach the class” ELT practicum support. RELC Journal, 39(2), 226-241. https://doi.org/10.1177/0033688208092186
  • Field, A. (2018). Discovering statistics using IBM SPSS statistics (5th ed.). SAGE.
  • İlya, A. (2022). Exploring the characteristics of an online practicum course in an English language teacher education program: A case study [Unpublished Ph.D. Thesis]. Middle East Technical University.
  • Kablan, Z., Kaya, S., Arı, A. A., & Küçük, A. (2015). Associations among different raters in evaluating pre-service teachers’ teaching performance. Bolu Abant İzzet Baysal University Journal of Faculty of Education, 15(1), 146-158. https://doi.org/10.17240/aibuefd.2015.15.1-5000128599
  • Karaman, A. C., Özbilgin Gezgin, A., Rakıcıoğlu Söylemez, A., Eröz, B., & Akcan, S. (2019). Professional learning in the ELT practicum: Co-constructing visions. Bolu Abant İzzet Baysal University Journal of Faculty of Education, 19(1), 282- 293. https://doi.org/10.17240/aibuefd.2019.19.43815-492119
  • Keiler, L. S., Diotti, R., Hudon, K., & Ransom, J. C. (2020). The role of feedback in teacher mentoring: how coaches, peers, and students affect teacher change. Mentoring & Tutoring: Partnership in Learning, 28(2), 126-155. https://doi.org/10.1080/13611267.2020.1749345
  • Koç, S., Ergezen, S., Ayas, A., Baki, A., & Çepni, S. (1998). Fakülte-okul işbirliği [Faculty-school partnership]. YÖK/Dünya Bankası, Milli Eğitimi Geliştirme Projesi, Hizmet Öncesi Öğretmen Eğitimi [Higher Education Council/World Bank, National Education Development Project, Preservice Teacher Education]. https://www.yok.gov.tr/Documents/Yayinlar/Yayinlarimiz/Fakulte-Okul-Isbirligi.pdf
  • Lalanne, C., & Mesbah, M. (2016). Biostatistics and computer-based analysis of health data using Stata. ISTE Press-Elsevier.
  • Le, P. T. A. (2007). Supervisors’ feedback to student teachers: Inside out. Journal of Applied Linguistics, 4(2), 195-216. https://doi.org/10.1558/japl.v4i2.195
  • Le, P. T. A., & Vásquez, C. (2011). Feedback in teacher education: Mentor discourse and intern perceptions. Teacher Development 15(4), 453-470. https://doi.org/10.1080/13664530.2011.635264
  • Li, M., Kuang, F., & Dan, W. (2023). Exploring the characteristics of pre-service EFL teachers’ practicum experiences: a complexity theory-based case study in China. Asian-Pacific Journal of Second and Foreign Language Education, 8(13). https://doi.org/10.1186/s40862-023-00187-4
  • Martínez Agudo, J. (2016). What type of feedback do student teachers expect from their school mentors during practicum experience? The case of Spanish EFL student teachers. Australian Journal of Teacher Education, 41(5). http://ro.ecu.edu.au/ajte/vol41/iss5/3
  • Merç, A. (2015). Assessing the performance in EFL teaching practicum: Student teachers’ views. International Journal of Higher Education, 4(2), 44-56. https://doi.org/10.5430/ijhe.v4n2p44
  • Ministry of National Education [MoNE]. (2008). İngilizce öğretmeni özel alan yeterlikleri [English language teachers’ domain-specific competencies]. MoNE. https://oygm.meb.gov.tr/meb_iys_dosyalar/2017_11/06160113_2-YYretmen_Yeterlikleri_KitabY_ingilizce_YYretmeni_Yzel_alan_yeterlikleri_ilkYYretim_parYa_5.pdf
  • Ministry of National Education [MoNE]. (2018). Turkey’s education vision 2023. https://planipolis.iiep.unesco.org/sites/default/files/ressources/turkey_education_vision_2023.pdf
  • Ministry of National Education [MoNE]. (2021). Guidelines for pre-service teachers’ teaching practicum. T.C. Milli Eğitim Bakanlığı Tebliğler Dergisi, 2767, 1049-1064. https://oygm.meb.gov.tr/meb_iys_dosyalar/2021_10/03181211_OYGYRETMENLIYK_UYGULAMASI_YOYNERGE_2021_EYLUYL_EK.pdf
  • Nguyen, H. T. T. (2022). Feedback as a tool in practicum-based learning to teach: A ‘gift’ given or a ‘shared’ practice? Journal of Education for Teaching. https://doi.org/10.1080/02607476.2022.2151878
  • Orsdemir, E., & Yıldırım, R. (2020). “I would like her to …:” ELT student-teachers’ reflections on mentoring. PASAA, 59, 48-76.
  • Paltridge, B. (2020). Multi-perspective research. In J. McKinley, & H. Rose (Eds.), The Routledge handbook of research methods in applied linguistics (pp. 29-38). Routledge. https://doi.org/10.4324/9780367824471
  • Pu, C., & Wright, W. E. (Eds.). (2022). Innovating the TESOL practicum in teacher education: Design, implementation, and pedagogy in an era of change. Routledge. https://doi.org/10.4324/9781003193937
  • Rakicioglu-Soylemez, A., & Eroz-Tuga, B. (2014). Mentoring expectations and experiences of prospective and cooperating teachers during practice teaching. Australian Journal of Teacher Education, 39(39), 146–168. https://doi.org/10.14221/ajte.2014v39n10.10
  • Richards, J. C. (2008). Second language teacher education today. RELC Journal, 39(2), 158-177. https://doi.org/10.1177/0033688208092182
  • Richards, J. C., & Farrell, T. S. C. (2011). Practice teaching: A reflective approach. Cambridge University Press. https://doi.org/10.1017/CBO9781139151535
  • Serdar Tülüce, H. S., & Çeçen, S. (2016). Scrutinizing practicum for a more powerful teacher education: A longitudinal study with pre-service teachers. Educational Sciences: Theory & Practice, 16, 127-151. https://doi.org/10.12738/estp.2016.1.0207
  • Shalem, Y., & Slonimsky, L. (2010). Seeing epistemic order: Construction and transmission of evaluative criteria. British Journal of Sociology of Education, 31(6), 755-778. https://doi.org/10.1080/01425692.2010.515106
  • Türk Eğitim Derneği [Turkish Education Association]. (2009). Öğretmen yeterlikleri [Teacher competencies]. TED. https://www.ted.org.tr/wp-content/uploads/2019/04/Ogretmen_Yeterlik_Kitap.pdf
  • Tüfekçi Can, D., & Baştürk, M. (2018). Qualitative research: The pre-service EFL teachers’ opinions on teaching practicum. Trakya University Journal of Social Science, 20(1), 187-212. https://doi.org/10.26468/trakyasobed.437672
  • Yaylı, D. (2018). Mentor support to pre-service teachers on theory-practice gap in practicum: An online practice. Erzincan University Journal of Education Faculty, 20(3), 590-601 https://doi.org/10.17556/erziefd.484594

The Practicum Evaluation Conundrum: Perceptions of Preservice English Language Teachers and Their Mentors

Yıl 2023, Cilt: 7 Sayı: 1 - JLR, 29 - 48, 30.12.2023

Servet Çelik Handan Çelik Bilal Karaca

https://doi.org/10.51726/jlr.1341865

Öz

The evaluation conundrum during teaching practicum concerning the criteria used and perception of them by faculty mentors, school mentors, and preservice teachers remains a critical concern in language teacher education. This multi-perspective research quantitatively investigates the viewpoints of preservice English teachers and their school and faculty mentors regarding the significance of the evaluation criteria set by the Ministry of National Education for evaluating preservice teachers’ teaching in teaching practicum. While all three groups considered the evaluation criteria to be significant—although at varying degrees—the faculty mentors ascribed greater importance to the evaluation criteria, compared to school mentors and preservice teachers, for both the evaluation criteria used by faculty mentors and school mentors. The study highlights the key role of evaluations and feedback provided by school and faculty mentors during teaching practicum despite higher degrees of significance attached to the evaluation criteria used by school mentors. The implications can inform policy and practice in language teacher education, promoting better outcomes for the preparation of future English language teachers in Türkiye.

Anahtar Kelimeler

mentors preservice teachers teaching practicum teaching practicum evaluation criteria

Kaynakça

  • Aguinis, H. (2009). An expanded view of performance management. In J. W. Smither, & M. London (Eds.), Performance management: Putting research into action (pp. 1-43). Wiley.
  • Ak Başoğul, D. & Oryaşın, M., & Coşkun, Z. (2023). The situation of meeting the 21st century teacher competencies of the MEB practicum student evaluation forms. RumeliDE Journal of Language and Literature Studies, 33, 191-214. https://doi.org/10.29000/rumelide.1285272
  • Akcan, S., & Tatar, S. (2010). An investigation of the nature of feedback given to pre-service English teachers during their practice teaching experience. Teacher Development, 14(2), 153-172. https://doi.org/10.1080/13664530.2010.494495
  • Altınmakas, D. (2012). The influence of feedback on student teachers’ professional development. In Y. Bayyurt & Y. Bektaş-Çetinkaya (Eds.), Research perspectives on teaching and learning English in Turkey: Policies and practices (pp. 91-105). Peter Lang.
  • Anderson, N. A., & Radencich, M. C. (2001). The value of feedback in an early field experience: Peer, teacher, and supervisor coaching. Action in Teacher Education, 23(3), 66–74. https://doi.org/10.1080/01626620.2001.10463076
  • Asregid, D., Mihiretie, D. M., & Kassa, S. A. (2023). Teacher educators’ use of feedback to facilitate reflective practice among pre-service teachers during microteaching. Cogent Education, 10(2), Article 2257121. https://doi.org/10.1080/2331186X.2023.2257121
  • Aydın, Ö. (2016). An exploration on mentoring process in ELT practicum: Perspectives of student teachers, cooperating teachers, and supervisors. [Unpublished MA Thesis]. Middle East Technical University.
  • Aydın, Ö., & Ok, A. (2020). Mentoring practices in English language teaching practicum: Student teachers’ perspectives on cooperating teachers’ roles in the Turkish context. The Teacher Educator, 55(3), 248-266. https://doi.org/10.1080/08878730.2019.1701756
  • Bailey, K. M. (2006). Language teacher supervision: A case-based approach. Cambridge University Press. https://doi.org/10.1017/CBO9780511667329
  • Bhatti, M. T., Teevno, R. A., & Devi, S. (2020). Meta-analysis of the role of supervisory feedback in EFL/ESL teacher education. Elementary Education Online, 19(3), 3906-3930.
  • Bullock, S. M. (2017). Understanding candidates’ learning relationships with their cooperating teachers: A call to reframe my pedagogy. Studying Teacher Education, 13(2), 179–192. https://doi.org/10.1080/17425964.2017.1342355
  • Bulut, M. (2016). Pre-service EFL teacher learning during the practicum: A multiple case study in a context of systemic dissonance [Doctoral dissertation, University of Leeds]. White Rose eTheses Online. https://etheses.whiterose.ac.uk/17977/1/Bulut_M_Education_PhD_2016.pdf
  • Caires, S., Almeida, L. S., & Martins, C. (2010). The socioemotional experiences of student teachers during practicum: A case of reality chock? The Journal of Educational Research, 103, 17-27. https://doi.org/10.1080/00220670903228611
  • Caires, S., Almeida, L., & Vieira, D. (2012). Becoming a teacher: Student teachers’ experiences and perceptions about teaching practice. European Journal of Teacher Education, 35(2), 163-178. https://doi.org/10.1080/02619768.2011.643395
  • Castaneda, J. A. F., & Montenegro, M. I. R. (2015). The paradox of the practicum: Affinity to and resistance towards teaching. IIkala, Revista de Lenguaje y Cultura, 20(3), 239–341. https://doi.org/10.17533/udea.ikala.v20n3a04
  • Celen, K. M., & Akcan, S. (2017). Evaluation of an ELT practicum programme from the perspectives of supervisors, student teachers and graduates. Journal of Teacher Education and Educators, 6(3), 251-274.
  • Circoki, A., Madyarov, I., & Baecher, L. (Eds.). (2019). Current perspectives on the TESOL practicum: Cases from around the globe. Springer. https://doi.org/10.1007/978-3-030-28756-6
  • CoHE [Council of Higher Education]. (1998). Fakülte-okul işbirliği [Faculty-school cooperation]. CoHE. https://www.yok.gov.tr/Documents/Yayinlar/Yayinlarimiz/Fakulte-Okul-Isbirligi.pdf
  • CoHE [Council of Higher Education]. (2007). Öğretmen yetiştirme ve eğitim fakülteleri [Teacher education and faculties of education] (1982-2007). https://www.yok.gov.tr/Documents/Yayinlar/Yayinlarimiz/ogretmenyetistirme-ve-egitim-fakulteleri.pdf
  • Cohen, L., Manion, L., Morrison, K., & Wyse, D. (2010). A guide to teaching practice (Revised 5th ed.). Routledge. https://doi.org/10.4324/9780203848623
  • Crandall, J. A. (2000). Language teacher education. Annual Review of Applied Linguistics, 20, 34–55. https://doi.org/10.1017/S0267190500200032
  • Crookes, G. (2003). A practicum in TESOL: Professional development through teaching practice. Cambridge University Press.
  • Çakmak, M., & Gündüz, M. (2019). Dimensions and emerging themes in teaching practicum: A global perspective. Routledge. https://doi.org/10.4324/9781351209885
  • Çelik, H., & Zehir Topkaya, E. (2023). Pre-service English language teachers’ state of preparedness to teach and its sources in field experience. Bartın University Faculty of Education Journal, 12(2),372-389. https://doi.org/10.14686/buefad.1059588
  • Elliott, K. (2015). Teacher performance appraisal: More about performance or development? Australian Journal of Teacher Education (Online), 40(9), 102-116. https://doi.org/10.14221/ajte.2015v40n9.6
  • Farr, F., & Farrell, A. (2023). The reflective cycle of the teaching practicum. Equinox Publishing. Farrell, T. S. (2008). Here's the book, go teach the class” ELT practicum support. RELC Journal, 39(2), 226-241. https://doi.org/10.1177/0033688208092186
  • Field, A. (2018). Discovering statistics using IBM SPSS statistics (5th ed.). SAGE.
  • İlya, A. (2022). Exploring the characteristics of an online practicum course in an English language teacher education program: A case study [Unpublished Ph.D. Thesis]. Middle East Technical University.
  • Kablan, Z., Kaya, S., Arı, A. A., & Küçük, A. (2015). Associations among different raters in evaluating pre-service teachers’ teaching performance. Bolu Abant İzzet Baysal University Journal of Faculty of Education, 15(1), 146-158. https://doi.org/10.17240/aibuefd.2015.15.1-5000128599
  • Karaman, A. C., Özbilgin Gezgin, A., Rakıcıoğlu Söylemez, A., Eröz, B., & Akcan, S. (2019). Professional learning in the ELT practicum: Co-constructing visions. Bolu Abant İzzet Baysal University Journal of Faculty of Education, 19(1), 282- 293. https://doi.org/10.17240/aibuefd.2019.19.43815-492119
  • Keiler, L. S., Diotti, R., Hudon, K., & Ransom, J. C. (2020). The role of feedback in teacher mentoring: how coaches, peers, and students affect teacher change. Mentoring & Tutoring: Partnership in Learning, 28(2), 126-155. https://doi.org/10.1080/13611267.2020.1749345
  • Koç, S., Ergezen, S., Ayas, A., Baki, A., & Çepni, S. (1998). Fakülte-okul işbirliği [Faculty-school partnership]. YÖK/Dünya Bankası, Milli Eğitimi Geliştirme Projesi, Hizmet Öncesi Öğretmen Eğitimi [Higher Education Council/World Bank, National Education Development Project, Preservice Teacher Education]. https://www.yok.gov.tr/Documents/Yayinlar/Yayinlarimiz/Fakulte-Okul-Isbirligi.pdf
  • Lalanne, C., & Mesbah, M. (2016). Biostatistics and computer-based analysis of health data using Stata. ISTE Press-Elsevier.
  • Le, P. T. A. (2007). Supervisors’ feedback to student teachers: Inside out. Journal of Applied Linguistics, 4(2), 195-216. https://doi.org/10.1558/japl.v4i2.195
  • Le, P. T. A., & Vásquez, C. (2011). Feedback in teacher education: Mentor discourse and intern perceptions. Teacher Development 15(4), 453-470. https://doi.org/10.1080/13664530.2011.635264
  • Li, M., Kuang, F., & Dan, W. (2023). Exploring the characteristics of pre-service EFL teachers’ practicum experiences: a complexity theory-based case study in China. Asian-Pacific Journal of Second and Foreign Language Education, 8(13). https://doi.org/10.1186/s40862-023-00187-4
  • Martínez Agudo, J. (2016). What type of feedback do student teachers expect from their school mentors during practicum experience? The case of Spanish EFL student teachers. Australian Journal of Teacher Education, 41(5). http://ro.ecu.edu.au/ajte/vol41/iss5/3
  • Merç, A. (2015). Assessing the performance in EFL teaching practicum: Student teachers’ views. International Journal of Higher Education, 4(2), 44-56. https://doi.org/10.5430/ijhe.v4n2p44
  • Ministry of National Education [MoNE]. (2008). İngilizce öğretmeni özel alan yeterlikleri [English language teachers’ domain-specific competencies]. MoNE. https://oygm.meb.gov.tr/meb_iys_dosyalar/2017_11/06160113_2-YYretmen_Yeterlikleri_KitabY_ingilizce_YYretmeni_Yzel_alan_yeterlikleri_ilkYYretim_parYa_5.pdf
  • Ministry of National Education [MoNE]. (2018). Turkey’s education vision 2023. https://planipolis.iiep.unesco.org/sites/default/files/ressources/turkey_education_vision_2023.pdf
  • Ministry of National Education [MoNE]. (2021). Guidelines for pre-service teachers’ teaching practicum. T.C. Milli Eğitim Bakanlığı Tebliğler Dergisi, 2767, 1049-1064. https://oygm.meb.gov.tr/meb_iys_dosyalar/2021_10/03181211_OYGYRETMENLIYK_UYGULAMASI_YOYNERGE_2021_EYLUYL_EK.pdf
  • Nguyen, H. T. T. (2022). Feedback as a tool in practicum-based learning to teach: A ‘gift’ given or a ‘shared’ practice? Journal of Education for Teaching. https://doi.org/10.1080/02607476.2022.2151878
  • Orsdemir, E., & Yıldırım, R. (2020). “I would like her to …:” ELT student-teachers’ reflections on mentoring. PASAA, 59, 48-76.
  • Paltridge, B. (2020). Multi-perspective research. In J. McKinley, & H. Rose (Eds.), The Routledge handbook of research methods in applied linguistics (pp. 29-38). Routledge. https://doi.org/10.4324/9780367824471
  • Pu, C., & Wright, W. E. (Eds.). (2022). Innovating the TESOL practicum in teacher education: Design, implementation, and pedagogy in an era of change. Routledge. https://doi.org/10.4324/9781003193937
  • Rakicioglu-Soylemez, A., & Eroz-Tuga, B. (2014). Mentoring expectations and experiences of prospective and cooperating teachers during practice teaching. Australian Journal of Teacher Education, 39(39), 146–168. https://doi.org/10.14221/ajte.2014v39n10.10
  • Richards, J. C. (2008). Second language teacher education today. RELC Journal, 39(2), 158-177. https://doi.org/10.1177/0033688208092182
  • Richards, J. C., & Farrell, T. S. C. (2011). Practice teaching: A reflective approach. Cambridge University Press. https://doi.org/10.1017/CBO9781139151535
  • Serdar Tülüce, H. S., & Çeçen, S. (2016). Scrutinizing practicum for a more powerful teacher education: A longitudinal study with pre-service teachers. Educational Sciences: Theory & Practice, 16, 127-151. https://doi.org/10.12738/estp.2016.1.0207
  • Shalem, Y., & Slonimsky, L. (2010). Seeing epistemic order: Construction and transmission of evaluative criteria. British Journal of Sociology of Education, 31(6), 755-778. https://doi.org/10.1080/01425692.2010.515106
  • Türk Eğitim Derneği [Turkish Education Association]. (2009). Öğretmen yeterlikleri [Teacher competencies]. TED. https://www.ted.org.tr/wp-content/uploads/2019/04/Ogretmen_Yeterlik_Kitap.pdf
  • Tüfekçi Can, D., & Baştürk, M. (2018). Qualitative research: The pre-service EFL teachers’ opinions on teaching practicum. Trakya University Journal of Social Science, 20(1), 187-212. https://doi.org/10.26468/trakyasobed.437672
  • Yaylı, D. (2018). Mentor support to pre-service teachers on theory-practice gap in practicum: An online practice. Erzincan University Journal of Education Faculty, 20(3), 590-601 https://doi.org/10.17556/erziefd.484594
Toplam 53 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Dil Çalışmaları (Diğer)
Bölüm Makaleler
Yazarlar

Servet Çelik 0000-0002-2908-2551

Handan Çelik 0000-0001-8041-6062

Bilal Karaca 0000-0002-2303-7071

Yayımlanma Tarihi 30 Aralık 2023
Yayımlandığı Sayı Yıl 2023 Cilt: 7 Sayı: 1 - JLR

Kaynak Göster

APA Çelik, S., Çelik, H., & Karaca, B. (2023). The Practicum Evaluation Conundrum: Perceptions of Preservice English Language Teachers and Their Mentors. Journal of Language Research, 7(1), 29-48. https://doi.org/10.51726/jlr.1341865
AMA Çelik S, Çelik H, Karaca B. The Practicum Evaluation Conundrum: Perceptions of Preservice English Language Teachers and Their Mentors. JLR. Aralık 2023;7(1):29-48. doi:10.51726/jlr.1341865
Chicago Çelik, Servet, Handan Çelik, ve Bilal Karaca. “The Practicum Evaluation Conundrum: Perceptions of Preservice English Language Teachers and Their Mentors”. Journal of Language Research 7, sy. 1 (Aralık 2023): 29-48. https://doi.org/10.51726/jlr.1341865.
EndNote Çelik S, Çelik H, Karaca B (01 Aralık 2023) The Practicum Evaluation Conundrum: Perceptions of Preservice English Language Teachers and Their Mentors. Journal of Language Research 7 1 29–48.
IEEE S. Çelik, H. Çelik, ve B. Karaca, “The Practicum Evaluation Conundrum: Perceptions of Preservice English Language Teachers and Their Mentors”, JLR, c. 7, sy. 1, ss. 29–48, 2023, doi: 10.51726/jlr.1341865.
ISNAD Çelik, Servet vd. “The Practicum Evaluation Conundrum: Perceptions of Preservice English Language Teachers and Their Mentors”. Journal of Language Research 7/1 (Aralık 2023), 29-48. https://doi.org/10.51726/jlr.1341865.
JAMA Çelik S, Çelik H, Karaca B. The Practicum Evaluation Conundrum: Perceptions of Preservice English Language Teachers and Their Mentors. JLR. 2023;7:29–48.
MLA Çelik, Servet vd. “The Practicum Evaluation Conundrum: Perceptions of Preservice English Language Teachers and Their Mentors”. Journal of Language Research, c. 7, sy. 1, 2023, ss. 29-48, doi:10.51726/jlr.1341865.
Vancouver Çelik S, Çelik H, Karaca B. The Practicum Evaluation Conundrum: Perceptions of Preservice English Language Teachers and Their Mentors. JLR. 2023;7(1):29-48.
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