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QUALITATIVE RESEARCH: THE PRE-SERVICE EFL TEACHERS’ OPINIONS ON TEACHING PRACTICIUM

Yıl 2018, Cilt: 20 Sayı: 1, 187 - 212, 28.06.2018
https://doi.org/10.26468/trakyasobed.437672

Öz

Bu çalışma uygulama okullarında Öğretmenlik Uygulaması dersini alan
İngilizce aday öğretmenlerinin öğretmenlik uygulaması, uygulama öğretmeni,
uygulama öğretim elemanı ve aday öğretmenlerin öz performans değerlendirmeleri
ile ilgili görüşlerini ortaya çıkarmak amacıyla yapılmıştır. Araştırma
2015-2016 eğitim-öğretim yılında Balıkesir Üniversitesi Necatibey Eğitim
Fakültesi İngilizce Öğretmenliği Anabilim dalında Öğretmenlik Uygulaması
dersini alan 37 aday öğretmeni kapsamaktadır. Bu nitel çalışmada veri toplama
aracı olarak katılımcıların öğretmenlik uygulaması, uygulama öğretmeni,
uygulama öğretim elemanı ve katılımcıların öz performans değerlendirmelerini
içeren açık uçlu sorulardan oluşan bir anket kullanılmıştır. Bu çalışmada
ikinci olarak mülakat ve son olarak katılımcıların duygu ve düşüncelerini
yazdıkları deneme yazıları nitel veri toplamak amacıyla kullanılmıştır.
Çalışmanın sonucu aday öğretmenlerin gerçek sınıf ortamında İngilizce
öğretmeleri sayesinde birçok farklı konuda tecrübe kazandıklarını ortaya
koymuştur. Çalışma aynı zamanda aday öğretmenlerin öğretmenlik uygulaması,
uygulama öğretmenleri, uygulama öğretim elemanları ve kendi performanslarını
değerlendirme konusundaki olumlu görüşlerinin olumsuz görüşlerine göre daha
ağır bastığını ortaya çıkarmıştır. Çalışma katılımcıların olumlu ve olumsuz
görüşlerinin nedenlerini ortaya koyması bakımından literatürdeki diğer
çalışmalardan farklılık göstermektedir. Çalışmanın sonucu, aday öğretmenlere
iyi nitelikte bir eğitim verme sorumluluğunu Eğitim Fakültelerindeki Yabancı
Diller Bölümleri ile Milli Eğitim Bakanlığı’nın birlikte paylaşmaları
gerektiğini ortaya koymuştur. Bulguların ışığında uygulamaya yönelik bazı
tavsiyelerde bulunulmuştur.

Kaynakça

  • Aksit, N. (2007). Educational reform in Turkey, International Journal of Educational Development, 27, 129-137.
  • Alaz, A., & Birinci-Konur, K. (2009). Öğretmen adaylarının öğretmenlik uygulaması dersine yönelik deneyimleri. I. Uluslararası Eğitim Araştırmaları Kongresi, Onsekiz Mart Üniversitesi, Çanakkale.
  • Ali, M. S., Othman, A. J., & Karim, A. F. A. (2014). Issues and concerns faced by undergraduate language student teachers during teaching practicum experiences. Malaysian Online Journal of Educational Sciences, 2(3), 22-30.
  • Anderson, J. (1998). Service-learning and teacher education. Retrieved from http://files.eric.ed.gov/fulltext/ED421481.pdf
  • Aydın, S., Selcuk, A., & Yeşilyurt, M. (2007). Öğretmen adaylarının “Okul Deneyimi II” dersine ilişkin görüşleri-Yüzüncü Yıl Üniversitesi örneği. Yüzüncü Yıl Üniversitesi Eğitim Fakültesi Dergisi, 4(2), 75-90.
  • Barton, G. M., Hartwig, K. A., & Cain, M. (2015). International students’ experience of practicum in teacher education: An exploration through internationalisation and professional socialisation. Australian Journal of Teacher Education, 40(8), 149-163.
  • Boyce, C., & Neale, P. (2006). Conducting in-depth interviews: A guide for designing and conducting in-depth interviews for evaluation input. Pathfinder International Tool Series, Monitoring and Evaluation-2. See for more information.
  • http://compositionawebb.pbworks.com/f/conducting+in+depth+interviews.pdf.
  • Britzman, D. P. (2003). Practice makes practice: A critical study of learning to teach. Albany, NY: State University of New York Press. Busher, H., Gündüz, M., Cakmak, M., & Lawson, T. (2015). Student teachers’ views of practicums (teacher training placements) in Turkish and English contexts: a comparative study. Compare: A Journal of Comparative and International Education, 45(3), 445-466.
  • Caner, M. (2010). A blended learning model for teaching practice course. Turkish Online Journal of Distance Education, 11(3), 78-97.
  • Chambers, D., & Lavery, S. (2012). Service-learning: A valuable component of pre-service teacher education. Australian Journal of Teacher Education, 17(4), 128-137.
  • Chunmei, Y., & Chuanjun, H. (2015). “We are left in Limbo!”: Chinese EFL student teachers’ teaching practicum experience. Frontiers of Education in China, 10(2), 226-250.
  • Coffey, A., & Lavery, S. (2015). Service-learning: A valuable means of preparing pre-service teachers for a teaching practicum. Australian Journal of Teacher Education, 40(7). 86-101.
  • Çelik, R. (2017). Quality and diversity: reconsidering John Dewey and some fundamental problems of teacher training system in Turkey. Sustainable Multilingualism, 11(1), 54-71.
  • Day, R.R. (2013). Peer observation and reflection in the ELT practicum Journal of Language and Literature Education, 8, 1-8.
  • Debreli, E. (2016). Pre-service teachers’ belief change and practical knowledge development during the course of practicum. Journal of Education and Training Studies, 4(7), 37-46.
  • Dörnyei, Z. (2007). Research methods in applied linguistics: Quantitative, qualitative, and mixed methodologies. Oxford: Oxford University Press.
  • Ellis, R. & Barkhuizen, G. (2016). Analysing learner language. Oxford & New York: Oxford University Press.
  • Farrell, T. S. (2008). ‘Here’s the book, go teach the class’ ELT practicum support. RELC Journal, 39(2), 226-241.
  • Freeman, D., & Johnson, K.E. (1998). Reconceptualizing the knowledge-base of language teacher education. TESOL Quarterly, 32(3), 397-417.
  • Gan, Z. (2013). Learning to teach English language in the practicum: What challenges do non-native ESL student teachers face? Australian Journal of Teacher Education, 38(3), 92-108.
  • Genç, H. (2015). A Critical overview of English language teacher education in the Turkish education system: Pre-service and in-service. Akbarov, A. (Ed.) The practice of foreign language teaching: theories and application. UK: Cambridge Scholars Publishing.
  • Gökçe, E., & Demirhan, C. (2005). Öğretmen adaylarının ve ilköğretim okullarında görev yapan uygulama öğretmenlerinin öğretmenlik uygulaması etkinliklerine ilişkin görüşleri. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi, 38(1), 43-71.
  • Grossman, G. M., Onkol, P.E. & Sands, M. (2007). Curriculum reform in Turkish teacher education: attitudes of teacher educators towards change in an EU candidate nation, International Journal of Educational Development, 27, 139–150.
  • Grossman, G.M., Sands, M.K. & Brittingham, B. (2010). Teacher education accreditation in Turkey: The creation of a culture of quality. International Journal of Educational Development, 30(1), 102-109.
  • Kömür, Ş. (2010). Teaching knowledge and teacher competencies: A case study of Turkish pre-service English teachers. Teaching Education, 21(3), 279-296.
  • Lavery, S., Cain, G., & Hampton, P. (2014). A service-learning immersion in a remote aboriginal community: Enhancing pre-service teacher education. International Journal of Whole Schooling, 10(2), 39-54.
  • Leathes Report (1918). Modern Studies, Being a Report of the Committee on the Position of Modern Languages in the Educational System of Great Britain. London: HMSO.
  • Merç, A. (2015). Assessing the performance in EFL teaching practicum: Student teachers’ views. International Journal of Higher Education, 4(2), 44-56.
  • Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis. (2nd ed.). Thousand Oaks, CA: Sage Publications.
  • Morales Cortés, Y. A. (2016). Unveiling pre-service teachers’ attitudes toward teaching: The role of pedagogical practicums. Profile Issues in Teachers Professional Development, 18(2), 47-61.
  • Ozmen, K. S. (2012). Exploring student teachers’ beliefs about language learning and teaching: A longitudinal study. Current Issues in Education, 15(1), 1-16.
  • Richards, J. C. (2002). 30 years of TEFL/TESL: A personal reflection. RELC Journal, 33(2), 1-35.
  • Salı, P. (2008). Novice EFL teachers' perceived challenges and support needs in their journey to become effective teachers. Unpublished doctoral dissertation, Anadolu University, Eskişehir.
  • Sands, M. & Stevens, D. (2009). Teacher education in Turkey: Issues and trends. Mutua, K., & Sunal, C. S. (Eds.) Research on Education in Africa, the Caribbean, and the Middle East: An Historic Overview. USA: Information Age Publishing.
  • Sarıçoban, A. (2016). Foreign language teaching practicum beliefs of student teachers. Journal of Language and Linguistic Studies, 12(1), 166-176.
  • Stenberg, K., Rajala, A., & Hilppo, J. (2016). Fostering theory-practice reflection in teaching practicums. Asia-Pacific Journal of Teacher Education, 44(5), 470-485.
  • Şaban, A. (2003). A Turkish profile of prospective elementary school teachers and their views of teaching. Teaching and Teacher Education, 19(8), 829-846.
  • Taylor, S., & Littleton, K. (2006). Biographies in talk: A narrative-discursive research approach. Qualitative Sociology Review, 2(1), 22-38.
  • Trent, J. (2013). From learner to teacher: Practice, language, and identity in a teaching practicum. Asia-Pacific Journal of Teacher Education, 41(4), 426-440.
  • 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(1), 127-151.
  • Wallace, M. J. (1991). Training foreign language teachers: A reflective approach. Cambridge, UK: Cambridge University Press.
  • Yıldız, M., Geçikli, M., & Yeşilyurt, S. (2016). Turkish prospective English teachers’ reflections on teaching practice. Universal Journal of Educational Research, 4(4), 696-703.
  • Yin, R. K. (2010). Qualitative Research from Start to Finish. New York: SAGE Publications, Inc.
  • YÖK (2007). Eğitim fakültesi öğretmen yetiştirme lisans programları. (In Turkish). Ankara: Yükseköğretim Kurulu Yayını.

QUALITATIVE RESEARCH: THE PRE-SERVICE EFL TEACHERS’ OPINIONS ON TEACHING PRACTICIUM

Yıl 2018, Cilt: 20 Sayı: 1, 187 - 212, 28.06.2018
https://doi.org/10.26468/trakyasobed.437672

Öz

This study was conducted to explore the opinions of pre-service EFL
teachers about Teaching Practicum, practice teachers, teacher trainers and
their self-evaluations of their performance. The sample group consisted of 37
pre-service EFL teachers taking Teaching Practicum in the department of English
Language Teaching, at Balıkesir University, Turkey in the 2015-2016 academic
year. The data collection instruments were a questionnaire, which was composed
of open-ended questions about the pre-service EFL teachers’ opinions on the
course itself, practice teachers, teacher trainers and about their own
self-evaluations of their performance as well as in-depth interviews and essay
papers which included the participants’ views and opinions. The results
indicated that the pre-service EFL teachers seemed to have experience on a wide
variety of issues thanks to teaching English in real class settings. The study
showed that their positive opinions on aforementioned issues outweighed the
negative ones. Since the study revealed the causes of their positive and
negative opinions, it differed from the previous studies in the literature. It
was concluded from the results that the departments of foreign language
teaching in the faculties of education and the Ministry of National Education
should share the responsibility of offering good quality training to
pre-service teachers. In the light of the findings, some practical recommendations
were noted. 

Kaynakça

  • Aksit, N. (2007). Educational reform in Turkey, International Journal of Educational Development, 27, 129-137.
  • Alaz, A., & Birinci-Konur, K. (2009). Öğretmen adaylarının öğretmenlik uygulaması dersine yönelik deneyimleri. I. Uluslararası Eğitim Araştırmaları Kongresi, Onsekiz Mart Üniversitesi, Çanakkale.
  • Ali, M. S., Othman, A. J., & Karim, A. F. A. (2014). Issues and concerns faced by undergraduate language student teachers during teaching practicum experiences. Malaysian Online Journal of Educational Sciences, 2(3), 22-30.
  • Anderson, J. (1998). Service-learning and teacher education. Retrieved from http://files.eric.ed.gov/fulltext/ED421481.pdf
  • Aydın, S., Selcuk, A., & Yeşilyurt, M. (2007). Öğretmen adaylarının “Okul Deneyimi II” dersine ilişkin görüşleri-Yüzüncü Yıl Üniversitesi örneği. Yüzüncü Yıl Üniversitesi Eğitim Fakültesi Dergisi, 4(2), 75-90.
  • Barton, G. M., Hartwig, K. A., & Cain, M. (2015). International students’ experience of practicum in teacher education: An exploration through internationalisation and professional socialisation. Australian Journal of Teacher Education, 40(8), 149-163.
  • Boyce, C., & Neale, P. (2006). Conducting in-depth interviews: A guide for designing and conducting in-depth interviews for evaluation input. Pathfinder International Tool Series, Monitoring and Evaluation-2. See for more information.
  • http://compositionawebb.pbworks.com/f/conducting+in+depth+interviews.pdf.
  • Britzman, D. P. (2003). Practice makes practice: A critical study of learning to teach. Albany, NY: State University of New York Press. Busher, H., Gündüz, M., Cakmak, M., & Lawson, T. (2015). Student teachers’ views of practicums (teacher training placements) in Turkish and English contexts: a comparative study. Compare: A Journal of Comparative and International Education, 45(3), 445-466.
  • Caner, M. (2010). A blended learning model for teaching practice course. Turkish Online Journal of Distance Education, 11(3), 78-97.
  • Chambers, D., & Lavery, S. (2012). Service-learning: A valuable component of pre-service teacher education. Australian Journal of Teacher Education, 17(4), 128-137.
  • Chunmei, Y., & Chuanjun, H. (2015). “We are left in Limbo!”: Chinese EFL student teachers’ teaching practicum experience. Frontiers of Education in China, 10(2), 226-250.
  • Coffey, A., & Lavery, S. (2015). Service-learning: A valuable means of preparing pre-service teachers for a teaching practicum. Australian Journal of Teacher Education, 40(7). 86-101.
  • Çelik, R. (2017). Quality and diversity: reconsidering John Dewey and some fundamental problems of teacher training system in Turkey. Sustainable Multilingualism, 11(1), 54-71.
  • Day, R.R. (2013). Peer observation and reflection in the ELT practicum Journal of Language and Literature Education, 8, 1-8.
  • Debreli, E. (2016). Pre-service teachers’ belief change and practical knowledge development during the course of practicum. Journal of Education and Training Studies, 4(7), 37-46.
  • Dörnyei, Z. (2007). Research methods in applied linguistics: Quantitative, qualitative, and mixed methodologies. Oxford: Oxford University Press.
  • Ellis, R. & Barkhuizen, G. (2016). Analysing learner language. Oxford & New York: Oxford University Press.
  • Farrell, T. S. (2008). ‘Here’s the book, go teach the class’ ELT practicum support. RELC Journal, 39(2), 226-241.
  • Freeman, D., & Johnson, K.E. (1998). Reconceptualizing the knowledge-base of language teacher education. TESOL Quarterly, 32(3), 397-417.
  • Gan, Z. (2013). Learning to teach English language in the practicum: What challenges do non-native ESL student teachers face? Australian Journal of Teacher Education, 38(3), 92-108.
  • Genç, H. (2015). A Critical overview of English language teacher education in the Turkish education system: Pre-service and in-service. Akbarov, A. (Ed.) The practice of foreign language teaching: theories and application. UK: Cambridge Scholars Publishing.
  • Gökçe, E., & Demirhan, C. (2005). Öğretmen adaylarının ve ilköğretim okullarında görev yapan uygulama öğretmenlerinin öğretmenlik uygulaması etkinliklerine ilişkin görüşleri. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi, 38(1), 43-71.
  • Grossman, G. M., Onkol, P.E. & Sands, M. (2007). Curriculum reform in Turkish teacher education: attitudes of teacher educators towards change in an EU candidate nation, International Journal of Educational Development, 27, 139–150.
  • Grossman, G.M., Sands, M.K. & Brittingham, B. (2010). Teacher education accreditation in Turkey: The creation of a culture of quality. International Journal of Educational Development, 30(1), 102-109.
  • Kömür, Ş. (2010). Teaching knowledge and teacher competencies: A case study of Turkish pre-service English teachers. Teaching Education, 21(3), 279-296.
  • Lavery, S., Cain, G., & Hampton, P. (2014). A service-learning immersion in a remote aboriginal community: Enhancing pre-service teacher education. International Journal of Whole Schooling, 10(2), 39-54.
  • Leathes Report (1918). Modern Studies, Being a Report of the Committee on the Position of Modern Languages in the Educational System of Great Britain. London: HMSO.
  • Merç, A. (2015). Assessing the performance in EFL teaching practicum: Student teachers’ views. International Journal of Higher Education, 4(2), 44-56.
  • Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis. (2nd ed.). Thousand Oaks, CA: Sage Publications.
  • Morales Cortés, Y. A. (2016). Unveiling pre-service teachers’ attitudes toward teaching: The role of pedagogical practicums. Profile Issues in Teachers Professional Development, 18(2), 47-61.
  • Ozmen, K. S. (2012). Exploring student teachers’ beliefs about language learning and teaching: A longitudinal study. Current Issues in Education, 15(1), 1-16.
  • Richards, J. C. (2002). 30 years of TEFL/TESL: A personal reflection. RELC Journal, 33(2), 1-35.
  • Salı, P. (2008). Novice EFL teachers' perceived challenges and support needs in their journey to become effective teachers. Unpublished doctoral dissertation, Anadolu University, Eskişehir.
  • Sands, M. & Stevens, D. (2009). Teacher education in Turkey: Issues and trends. Mutua, K., & Sunal, C. S. (Eds.) Research on Education in Africa, the Caribbean, and the Middle East: An Historic Overview. USA: Information Age Publishing.
  • Sarıçoban, A. (2016). Foreign language teaching practicum beliefs of student teachers. Journal of Language and Linguistic Studies, 12(1), 166-176.
  • Stenberg, K., Rajala, A., & Hilppo, J. (2016). Fostering theory-practice reflection in teaching practicums. Asia-Pacific Journal of Teacher Education, 44(5), 470-485.
  • Şaban, A. (2003). A Turkish profile of prospective elementary school teachers and their views of teaching. Teaching and Teacher Education, 19(8), 829-846.
  • Taylor, S., & Littleton, K. (2006). Biographies in talk: A narrative-discursive research approach. Qualitative Sociology Review, 2(1), 22-38.
  • Trent, J. (2013). From learner to teacher: Practice, language, and identity in a teaching practicum. Asia-Pacific Journal of Teacher Education, 41(4), 426-440.
  • 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(1), 127-151.
  • Wallace, M. J. (1991). Training foreign language teachers: A reflective approach. Cambridge, UK: Cambridge University Press.
  • Yıldız, M., Geçikli, M., & Yeşilyurt, S. (2016). Turkish prospective English teachers’ reflections on teaching practice. Universal Journal of Educational Research, 4(4), 696-703.
  • Yin, R. K. (2010). Qualitative Research from Start to Finish. New York: SAGE Publications, Inc.
  • YÖK (2007). Eğitim fakültesi öğretmen yetiştirme lisans programları. (In Turkish). Ankara: Yükseköğretim Kurulu Yayını.
Toplam 45 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Araştırma Makalesi
Yazarlar

Dilek Tüfekçi Can

Mehmet Baştürk

Yayımlanma Tarihi 28 Haziran 2018
Yayımlandığı Sayı Yıl 2018 Cilt: 20 Sayı: 1

Kaynak Göster

APA Tüfekçi Can, D., & Baştürk, M. (2018). QUALITATIVE RESEARCH: THE PRE-SERVICE EFL TEACHERS’ OPINIONS ON TEACHING PRACTICIUM. Trakya Üniversitesi Sosyal Bilimler Dergisi, 20(1), 187-212. https://doi.org/10.26468/trakyasobed.437672
AMA Tüfekçi Can D, Baştürk M. QUALITATIVE RESEARCH: THE PRE-SERVICE EFL TEACHERS’ OPINIONS ON TEACHING PRACTICIUM. Trakya University Journal of Social Science. Haziran 2018;20(1):187-212. doi:10.26468/trakyasobed.437672
Chicago Tüfekçi Can, Dilek, ve Mehmet Baştürk. “QUALITATIVE RESEARCH: THE PRE-SERVICE EFL TEACHERS’ OPINIONS ON TEACHING PRACTICIUM”. Trakya Üniversitesi Sosyal Bilimler Dergisi 20, sy. 1 (Haziran 2018): 187-212. https://doi.org/10.26468/trakyasobed.437672.
EndNote Tüfekçi Can D, Baştürk M (01 Haziran 2018) QUALITATIVE RESEARCH: THE PRE-SERVICE EFL TEACHERS’ OPINIONS ON TEACHING PRACTICIUM. Trakya Üniversitesi Sosyal Bilimler Dergisi 20 1 187–212.
IEEE D. Tüfekçi Can ve M. Baştürk, “QUALITATIVE RESEARCH: THE PRE-SERVICE EFL TEACHERS’ OPINIONS ON TEACHING PRACTICIUM”, Trakya University Journal of Social Science, c. 20, sy. 1, ss. 187–212, 2018, doi: 10.26468/trakyasobed.437672.
ISNAD Tüfekçi Can, Dilek - Baştürk, Mehmet. “QUALITATIVE RESEARCH: THE PRE-SERVICE EFL TEACHERS’ OPINIONS ON TEACHING PRACTICIUM”. Trakya Üniversitesi Sosyal Bilimler Dergisi 20/1 (Haziran 2018), 187-212. https://doi.org/10.26468/trakyasobed.437672.
JAMA Tüfekçi Can D, Baştürk M. QUALITATIVE RESEARCH: THE PRE-SERVICE EFL TEACHERS’ OPINIONS ON TEACHING PRACTICIUM. Trakya University Journal of Social Science. 2018;20:187–212.
MLA Tüfekçi Can, Dilek ve Mehmet Baştürk. “QUALITATIVE RESEARCH: THE PRE-SERVICE EFL TEACHERS’ OPINIONS ON TEACHING PRACTICIUM”. Trakya Üniversitesi Sosyal Bilimler Dergisi, c. 20, sy. 1, 2018, ss. 187-12, doi:10.26468/trakyasobed.437672.
Vancouver Tüfekçi Can D, Baştürk M. QUALITATIVE RESEARCH: THE PRE-SERVICE EFL TEACHERS’ OPINIONS ON TEACHING PRACTICIUM. Trakya University Journal of Social Science. 2018;20(1):187-212.
Resim

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