Author :
Year-Number: 2021-Volume 13, Issue 2
Yayımlanma Tarihi: 2021-04-08 01:34:09.0
Language : English
Konu :
Abstract
Keywords
Abstract
This study was conducted to explore preschool teacher candidates’ and teachers’ views about school practices which aim to make preschool student teachers acquire professional skills and experience. As the research approach, the survey method was used. The sample was consists of 108 teachers and 256 preschool student teachers in education faculty a state university in Turkey. Data was collected by the two written opinion forms developed by the researchers and analyzed descriptively. The results were tabled using percentage and frequency of responses. Results showed that the student teachers see school practices as necessary in order to put the training they received at university courses into practice, but they thought the duration of practices to be insufficient. And some other findings suggested that the student teachers complained the lack of teaching material and the physical conditions of schools and there were the adverse influences it had on the practices. They claimed the transportation to schools is another significant challenge. Majority of them acknowledged that practice teachers exhibited in general positive attitudes towards them, while just a minority complained undesirable teacher behaviors. And, they believed that practices had considerable contribution to their professional development and class size had unfavorable effect on the practices due to crowded classes.
Keywords
- Akkoc, V. (2003). The determination of problems that student of candidate for teacher. who educated in physical education and sport faculty in Turkey, encountered in experience of school I, II and practice of teaching lessons and solution proposals (Unpublished Master Thesis), Dumlupinar University, Turkey.
- Alaz, A., & Birinci Konur, K. (2009). Teacher candidates’ experiences of school practices. I. International Congress of Educational Researches. Canakkale, Turkey: Canakkale Onsekiz Mart University.
- Alkan, V., Simsek, S., & Erdem, A. R. (2013). The directors’ and teachers’ suggestions for the ‘teaching experience’ lesson. E-Journal of New World Sciences Academy, 8(2), 45-260.
- Altintas, S., & Gorgen, I. (2014). The opinions of pre-service teachers about teaching practice (Mugla Sitki Kocman Unıversity Sample). Turkish Studies-International Periodical for The Languages, Literature and History of Turkish or Turkic, 9(8), 197-208.
- Arkun Kocadere, S., & Askar, P. (2013). A review of views about student teaching courses and an application model proposal. H. U. Journal of Education, 28(2), 27-43.
- Aydin, S., Selcuk, A., & Yesilyurt, M. (2007). The effect of “school experience II” on pre-service elementary teachers (Yuzuncu Yil University Sample). Yuzuncu Yil University, Journal of Education Faculty. 4(2), 7590.
- Azar, A. (2003). The reflections of the views of school experience and school practice. Journal of National Education, 159, 1-10.
- Baran, M., Yasar, S., & Maskan, A. (2015). Evaluation of prospective physics teachers’ views towards the teaching practice course. Dicle University Journal of Ziya Gokalp Education Faculty, 26, 230-248.
- Becit, G., Kurt, A. A., & Kabakci, I. (2009). Viewpoints of pre-service computer teachers on the advantages of school practicum courses. Anadolu Unıversity Journal of Social Sciences, 9(1), 169-184.
- Beraza, M.A.Z. (1996). Practical experience in teacher education: its meaning, value and contributions. European Journal of Teacher Education, 19(3), 269-271.
- Boz, N., & Boz, Y. (2006). Do prospective teachers get enough experience in school placements? Journal of Education for Teaching, 32(4), 353–368.
- 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.
- Cepni, O., & Aydin, F. (2015). The problems prospective geography teachers encounter in teaching practice lesson and solution suggestions. TSA, 19(2), 285-304.
- Chambers Sharon, M., & Hardy James C. (2005). Length of time in student teaching: effects on classroom control orientation and self-efficacy beliefs. Educational Research Quarterly, 28(3), 3-9.
- Clarke, A., Triggs, V., & Nielsen, W. (2014). Cooperating teacher participation in teacher education: a review of the literature. Review of Educational Research, 84 (2), 163-202.
- Cozby, P. C., & Bates, S. (2018). Methods in behavioral research. New York, NY: McGraw-Hill.
- Creswell, J. W. (2007). Qualitative Inquiry & Research Design: Choosing Among Five Approaches (2nd Edition). London: SAGE Publications.
- Darling-Hammond, L. (2006a). Powerful Teacher Education: Lessons from Exemplary Programs. San Francisco: Jossey-Bass.
- Degirmencay, S.A., & Kasap, G. (2013). Pre-Service teachers’ opinions on school experience and teaching practice courses. Adnan Menderes University Journal of Educational Sciences, 4(2), 47-57.
- Demir, O., & Camli, O. (2011). Schools teaching practice lesson practice problems encountered the investigation of class and opinions of preschool students: a qualitative study. Uludag University Journal of Education Faculty, 24(1), 117-139.
- Demircan, C. (2007). Examining pre-service teachers’ opinions about school experience II course (the Mersin University sample). Mersin University Journal of Education Faculty, 3(2), 119-132.
- Dursun, O.O. &, Kuzu, A. (2008). Opinions of teacher candidates and supervisors regarding problems experienced in teaching practice. Selcuk University Ahmet Kelesoglu Journal of Education Faculty, 25, 59 178.
- Eker, C. (2015). The Effect of teaching practice course on acquiring the occupational skills of pre-service primary school teachers. Journal of Education and Teaching Researches, 4(4), 246-256.
- Eraslan, A. (2009). Prospective mathematics teachers’ opinions on “teaching practice”. Necatibey Faculty of Education, Electronic Journal of Science and Mathematics Education, 3(1), 207-221.
- Ermis, H., Uygun, K., & Inel, Y. (2010). Evaluation of social studies teacher candidates’ opinions of the activities related to school experience ii course. International Conference on New Trends in Education and Their Implications Proceeding Book (pp.673-681). Antalya, Turkey.
- Foster, R. (1999). School‐based initial teacher training in England and France: trainee teachers' perspectives compared. Mentoring & Tutoring: Partnership in Learning, 7(2), 131-143.
- Giebelhaus, C. R., & Bowman, C. L. T., (2002). Teaching mentors: is it worth the effort?. The Journal of Educational Research, 95 (4), 246-254.
- Gokce, E., & Demirhan, C. (2005). Teacher candidates and supervising teachers’ opinions about activities of teaching practice in elementary schools. Ankara University, Journal of Faculty of Educational Sciences. 38(1), 43-71.
- Gomleksiz, M. N., Mercin, L., Bulut, I., & Atan, U. (2006). The opinions of prospective teachers on school experience II course (problems and solutions). Eurasian Journal of Educational Research, 23, 148-158.
- Gorgen, I., Cokcaliskan, H., & Korkut, U. (2012). The Functionality of the practicum course in terms of teacher candidates, mentors, and practice lecturers. Mugla University Journal of Social Sciences Graduate School, (28), 56-72.
- Gultekin, M. (2008). The structure and running of school applications conducted in pre-school department in open education faculty. M. Gultekin (ed.), School Experience (pp 1-15). Eskisehir, Turkey: Anadolu University
- Guzel, H., Berber, N. C., & Oral, I. (2010). Opinions of supervising teachers in the cooperation program of participating schools about the implementation of teaching practice. Kastamonu Education Journal, 18(1),
- Haciomeroglu, G., & Sahin, C., (2011). Elementary preservice teachers' perceptions of their cooperating teachers' special area sufficiency. Mustafa Kemal University Journal of Social Sciences Institute, 15, 473-486.
- Higher Education Council, (2007). Teacher Training and Education Faculties (1982-2007). Ankara, Turkey: Higher Education Council Publications (number 2007-5).
- Ingvarson, L., Reid, K., Buckley, S., Kleinhenz, E., Masters, G., & Rowley, G. (2014). Best Practice Teacher Education Programs and Australia’s Own Programs. Canberra: Department of Education.
- Kana, F. (2014). Teaching practice course in Turkish language teaching: a case study. Journal of History School (JOHS). 7(17), 745-764.
- Karaca, N. H., & Aral, N. (2011). The troubles preschool student teacher encountered in school applications. 2nd International Conference on New Trends in Education and Their Implications. Antalya, Turkey.
- Karasu Avci. E., & Unal Ibret. B. (2016). Evaluation of teacher candidates’ views regarding to teaching practice- II. Kastamonu Education Journal, 24(5), 2519-2536.
- Karatas, S. (2010). The analysis of computer and teaching technologies teacher candidates’ mental maps of their profession (Gazi University sample). Ahi Evran University Journal of Education Faculty, 11(1), 159
- Kazu, Y. I., & Yilmaz, M. (2018). The comparison of some data in Turkish preschool education with OECD, EU member countries. Retrieved from http://dergipark.gov.tr/download/article-file/482139.
- Kiggundu, E., & Nayimuli, S. (2009). Teaching practice: a make or break phase for student teachers. South African Journal of Education, 29, 345-358.
- Kiraz, E. (2002). The function of application teachers in teacher candidates’ pre-service professional development. Educational Sciences and Practices, 1(2), 183-196.
- Kirksekiz, A., Uysal, M., Isbulan, O., Akgun, O.E., Kiyici, M., & Horzum, M. B. (2015). A critical view to school experience and application of teaching courses: problems, expectations and solution suggestions. Bartin University Journal of Faculty of Education, 4(2), 433-451.
- Koc, H., & Yildiz, H. (2012). The reflectors of teaching experiences: diaries. Education and Science, 37(164), 223-
- Koross, R. (2016). The student teachers’ experiences during teaching practice and its impact on their perception of the teaching profession. IRA-International Journal of Education & Multidisciplinary Studies, 5(2), 76-85.
- Koster, B. (1996). New forms of partnership between schools and teacher education institutes in the Netherlands. European Journal of Teacher Education, 19(3), 329-336.
- Marais, P., & Meier, C. (2004). Hear our voices: student teachers' experiences during practical teaching. Africa Education Review, 1(2), 220-233.
- Mcmillan, J. H., & Schumacher, S. (2004). Research in education, New York: Longman
- Mete, Y.A. (2013). Metaphors of prospective teachers, teachers, and school principals for the practical training course. Journal of Teacher Education and Educators, 2(2), 249-274.
- Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook (Second Edi). Sage Publications.
- National Education Statistics, Formal Education, (2018). Ministry of National Education Strategy Development Presidency, Ankara, Turkey: A Publication of Official Statistics Program.
- Periodic Notification Bulletin (1998). Turkish National Ministry of Education, LifeLong Learning Headquarters, Ankara, Turkey. Retrieved from http://tebligler.meb.gov.tr/
- Ozay Kose, E. (2014). Students’ and teachers-university teachers’ attitudes of “school experience” and “teaching practice” (sample of Erzurum). Dicle University Journal of Ziya Gokalp Education Faculty, 22, 1
- Ozcelik, N. (2012). Prospective foreign language teachers’ views of school experience and teaching practice courses. GUJGEF, 32(2), 515-536.
- Ozder, H., Isiktas, S., Iskifoglu, G., & Erdogan, F. (2014). An evaluation of the practicum course of preschool teacher education program in North Cyprus. Mersin University Journal of Education Faculty, 10(2), 1-13.
- Ozevin Tokinan, B. (2012). Investigating the relationship between the courses of school experience and teaching practıce, and vocational self-esteem and attitude. E-Journal of New World Sciences Academy NWSA-Fine Arts, 8 (1), 142-152.
- Ozkan, H.H., Albayrak, M., & Berber, K., (2005). The role of student teachers’ primary school practices in their vocational development. National Journal of Education, 33(168).
- Paker, T. (2008). Problems of student teachers regarding the feedback of university supervisors and mentors during teaching practice. Pamukkale University Journal of Education Faculty, 23(1), 132-139.
- Ramazan, O., & Yilmaz, E. (2017). Analyzing the views of pre-service preschool teachers related to school experience and teaching practices. Abant Izzet Baysal University Journal of Education Faculty, 17 (1), 332
- Sag, R. (2008). The expectations of student teachers about cooperating teachers, supervisors, and practice school. Eurasian Journal of Educational Research, 32, 117-132.
- Sahin, E. (2003). Preschool student teachers’ and practice teachers’ opinions of vocational practices. Eurasian Journal of Educational Research, 4 (13).
- Sahin, I., Erdogan, A., & Akturk, A. O. (2007). The factors predicting teacher candidates’ satisfaction from school practices. Selcuk University Journal of Social Sciences Graduate School, 17, 509-517.
- Saracaloglu, A. S., Yilmaz, S., Cogmen, S., & Sahin, U. (2011). Pre-service teachers’ views about school experience. Mehmet Akif Ersoy University Journal of Education Faculty, 22, 15-32.
- Saritas, M. (2007). Evaluation of the opinions about the benefits of the application of experience to the teacher candidates. Uludag University Journal of Education Faculty, 20 (1), 121-143.
- Sasmaz Oren, F., Sevinc O., & Erdogmus, E. (2009). The evaluation of teacher candidates’ opinions and attitudes toward school experience. Educational Administration: Practice and Theory. 15(58), 217-246.
- Secer, Z., Celikoz, N., & Kayili, G. (2010). Problems in school practices in department of pre-school teaching and solution offers. Yuzuncu Yil University, Journal of Education Faculty. 7(1), 128-152.
- Severcan, S. (2007). Determining the problems that the early childhood teacher candidates encounter in early childhood education organizations where they practice. (Unpublished Master Thesis) Ankara, Turkey: Hacettepe University.
- Silay, I., & Gok, T. (2004). A study of the problems that student teachers experienced in practices schools and the offered solution suggestions. XIII. National Congress of Educational Sciences. Malatya, Turkey: Inonu
- Simsek, S., Alkan, V., & Erdem, A. R. (2013). A qualitative study about teaching practice. Pamukkale University Journal of Education Faculty, 34, 63-73.
- Sisman, M., & Acat, M. B. (2003). Study of school experiences practices and its effect on the perception of teaching profession. Fırat University Journal of Social Science, 13(1), 235- 250.
- Tasdere, A. (2014). The troubles that primary teacher candidates experienced in school practices courses and the solution suggestions. Turkish Studies-International Periodical for the Languages, Literature and History of Turkish or Turkic, 9(2), 1477-1497.
- Thorsen, K.E. (2016). Practice Teachers’ role in teacher education individual practices across educational curricula. Acta Didactica Norge, 10(2), 179-192.
- Yalcin. M., Aggul Yalcin, F. & Ozeken, O. F. (2016). Preschool student teachers’ and preschool teachers’ opinions of school practices. The Agri city sample. 25. National Congress of Educational Sciences, 21-24 April 2016. Antalya. Turkey
- Yapici, S., & Yapici, M. (2004). Pre-service teachers’ opinions about school experience I course. Elementary
- Yesil, R., & Caliskan, N. (2006). Student teachers’ expectations of the practice “school experience I” and the fulfilment level of them. Journal of Turkish Educational Sciences, 4 (1), 55–72.
- Yildirim Hacıibrahimoglu, B. (2016). Prospective early childhood teachers’ mental images about the concepts of “supervising teacher”. Turkish Online Journal of Qualitative Inquiry (TOJQI), 7(3), 245-278.
- Yildirim, A., Unal, A., & Celik, M. (2011). The analysis of principle’s, supervisor’s and teacher’s perception of the term “teacher”. International Journal of Human Sciences, 8(2), 92- 109.
- Yilmaz, A., & Namli, S. (2017). The opinions of supervising teachers and teacher candidates participated to teaching practice about professional competency. Journal of Human Sciences, 14(3), 3061-3077.
- Zeichner, K. (2010). Rethinking the connections between campus courses and field experiences in college and university-based teacher education. Journal of Teacher Education. 89(11). 89-99.
