Research Article
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Year 2020, Volume: 9 Issue: 1, 28 - 53, 06.08.2020

Abstract

References

  • Akalın, S. (2005). Comparison between traditional teaching and microteaching during school experience of student-teacher. Euroasian Journal of Educational Research, 20, 1-13. Aksu, M.B. & Demirtaş, H. (2006). Öğretmen adaylarinin Okul Deneyimi II dersine ilişkin görüşleri (İnönü Üniversitesi Eğitim Fakültesi Örneği). İnönü Üniversitesi Eğitim Fakültesi Dergisi, 7 (11), 3- 21. Amobi, F. A. (2005). Preservice teachers' reflectivity on the sequence and consequences of teaching actions in a microteaching experience. Teacher Education Quarterly 32(1), 115-130. Amobi, F. A., & Irwin, L. (2009). Implementing on-campus microteaching to elicit pre- service teachers’ reflection on teaching actions: Fresh perspective on an established practice. Journal of the Scholarship of Teaching and Learning, 9(1), 27- 34. Arends, R.I. (2000). Learning to Teach. Newyork: Mc Graw-Hill. Aydın, S., Selçuk, A., & Yeşilyurt, M. (2007). Öğretmen adaylarının “Okul Deneyimi II” dersine ilişkin görüşleri (Yüzüncü Yıl Üniversitesi örneği). Yüzüncü Yıl Üniversitesi, Eğitim Fakültesi Dergisi. Aralık 2007. IV,(II), 75-90. Benton-Kupper, J. (2001). The microteaching experience: Student perspectives. Education, 121(4), 830-835. Borg, S. (2003). Teacher cognition in language teaching: A review of research on what language teachers think, know, believe, and do. Language Teaching, 36, 81-109. Britton, L.R.,& Anderson, K. A. (2010). Peer coaching and pre-service teachers: Examining an underutilized concept. Teaching and Teacher Education, 26(2), 306- 314. Buitink, J. (2009). What and how do student teachers learn during school-based teacher education? Teaching and Teacher Education. 25/1. 118–127. Burns, A. & Richards, J.C. (2009). Second language teacher education. New York: Cambridge University Press. Caires, S.& Almeida, L.S. (2005). Teaching practice in Initial Teacher Education: its impact on pre-service teachers’ professional skills and development, Journal of Education for Teaching, 31 (2), 111-120. Chambers, G. N. & Roper, T. (2000). Why students withdraw from initial teacher training. Journal of Education for Teaching, 26(1), 25-43. Cripwell, K. & Geddes, M. (1982). The development of organizational skills through microteaching for ELT. ELT Journal, 36, 232-236. Crooks, G. (2003). The practicum in TESOL: Professional development through teaching practice. New York: Cambridge University Press. Demirkol, İ. (2004). Expectations for the roles of cooperating teachers and university supervisors during the practice teaching period as perceived by university supervisors, cooperating teachers and pre-service teachers. (unpublished Masters of Art thesis, Boğaziçi University, İstanbul). Donnelly, R., & Fitzmaurice, M. (2011). Towards productive reflective practice in microteaching. Innovations in Education and Teaching International, 48 (3), 335- 346. Eick, C., Meadows, L., & Balkom, R. (2005) Breaking into inquiry. The Science Teacher, 72(7), 49-53. Halbach, A. (2000). Trainee change through teacher training: a case study in training English language teachers in Spain. Journal of Education for Teaching, 26 (2), 139. He, C., & Yan, C. (2011). Exploring authenticity of microteaching in pre-service teacher education programs. Teaching Education, 22(3), 291-302. Higher Education Council (1998). Okul Uygulama Çalışmaları. Retrieved May 7, 2011 from http://www.yok.gov.tr/egitim/ogretmen/sunus.html. Hökkä P., Eteläpelto A., & Rasku-Puttonen H.(2012). The professional agency of teacher educators amid academic discourses. Journal of Education for Teaching, 38(1), 82- 103. Gömleksiz, M. N., Mercin, L., Bulut, İ. & Atan, U. (2006). The opinions of prospective teachers on school experience II course (problems and solutions). Eurasian Journal of Educational Research, 23, 148-158. Güven, İ. (2004). Sosyal bilgiler alan öğretmen adaylarının okul uygulamalarına yönelik görüşleri üzerine nitel bir araştırma. Kuram ve Uygulamada Eğitim Bilimleri, 4(2),271-300. Johnston, B. (2009). Collaborative Teacher Development. ”. In Burns, A. & Richards, J.C.(Eds.) The Cambridge guide to second language teacher education. New York: Cambridge University Press. pp.241-249. Kapadia K., & Coca V.(2007). Keeping new teachers: A first look at the influences of induction in the Chicago public schools. Chicago, IL: Chicago School Research at the University of Chicago. Karamustafaoğlu, O& Akdeniz, A. R., (2002). Fizik öğretmen adaylarının kazanmaları beklenen davranışları uygulama okullarında yansıtabilme olanakları. VUFBMEK Bildiri Kitabı, ODTÜ. Khairani, A.Z. (2011) Student Teachers’ Expectations of Teaching as a Profession in Malaysia. US-China Education Review A 1 147-152. Kponja, E. (2001). A study of the effects of video tape recording in microteaching training. British Journal of Educational Technology, 32 (4), 483-486. Lederman, N., & Gess-Newsome, J. (1991). Metamorphosis, capturing complexity: A typology of reflective adaptation, or evolution? Pre-service science teachers’ concerns and perceptions of teaching and planning. Science Teacher Education,75(4), 443– 456. Legutke, M., & Schocker-v Ditfurth, M. (2009). “School-based experience”. In Burns, A. & Richards, J.C. (Eds.) The Cambridge guide to second language teacher education. New York: Cambridge University Press. pp.209–217. Luk, J. (2008). Assessing teaching practicum reflections: Distinguishing discourse features of the“high” and “low” grade reports. System, 36, 624-641. Lumpe, A., Czerniak, C., Haney, J., & Beltyukova, S. (2012). Beliefs about teaching science: The relationship between elementary teachers’ participation in professional development and student achievement. International Journal of Science Education, 34 (2), 153-166. Malderez, A. (2009). Mentoring. In Burns, A. & Richards, J.C. (Eds.) The Cambridge guide to second language teacher education. New York: Cambridge University Press. pp.259-268. Mergler, A. G. & Tangen, D. J.(2010). Using microteaching to enhance teacher efficacy in pre-service teachers. Teaching Education, 21(2), 199-210. Mergler, A. G. & Spooner-Lane, R. (2012). What Pre-service Teachers need to know to be Effective at Values-based Education. Australian Journal of Teacher Education: 37/ 8, 66-81 Özmen, H. (2008). Okul Deneyimi - I ve Okul Deneyimi - II derslerine ilişkin öğretmen adaylarinin görüşleri. Ondokuz Mayıs Üniversitesi Eğitim Fakültesi Dergisi, 25, 25- 37. Rich, P.& Hannafin, M.J. (2009). Video annotation tools: Technologies for assessing and improving pre-service teachers’ instructional decision making. Journal of Teacher Education, 60(1): 52–67. Richards, J.C & Farrell, T.S.C. (2011). Practice teaching: A reflective approach. New York: Cambridge University Press. Stanley, C. (1998). A framework for teacher reflectivity, TESOL Quarterly 32 (3), 584–591. Stanulis, R. N., & Floden, R. E. (2009). Intensive mentoring as a way to help beginning teachers develop balanced instruction. Journal of Teacher Education, 60(2), 112-122. Stanulis, R. N., Little, S., & Wibbens, E. (2012). Intensive mentoring that contributes to change in beginning elementary teachers’ learning to lead classroom discussions. Teaching and Teacher Education, 28(1), 32-43. Tang, S.Y. F. (2003). Challenge and support: the dynamics of pre-service teachers’ professional learning in the field experience. The Teaching and Teacher Education, 19, 483-498. Tavil, Z.M. (2012). The Program of Pedagogical Courses at an English Language Teaching Department: A Summative Evaluation. Atatürk Üniversitesi Sosyal Bilimler Enstitüsü Dergisi. 16 (2): 189-200. Tsui, A.B.M. (2009) Teaching expertise: approaches, perspectives, and characterizations. ”. In Burns, A. & Richards, J.C. (Eds.) The Cambridge guide to second language teacher education. New York: Cambridge University Press. pp. 190-198.

School-Based and Faculty-Based Teaching Practices Student Teachers Gain Classroom Experiences

Year 2020, Volume: 9 Issue: 1, 28 - 53, 06.08.2020

Abstract

Teaching experiences in school-based contexts considerably contribute to student teachers’ teaching performance throughout their pre-service education process. An additional attempt to increase teaching competency is incorporating microteaching practices into pre-service education. Therefore, this study aims to investigate how awareness level of student teachers of English for the teaching profession is increased in terms of both microteaching and school-based experiences. The participants of the study were the fourth-year student teachers studying at the English Language Teaching Department (ELT) at a Turkish university. The study is a descriptive and longitudinal one in nature. Both qualitative and quantitative research tools were used for data collection. The overall results of the study revealed that school-based experience fostered professional consciousness and teaching practice development. The comparative results of the study demonstrated that schools are more ideal learning communities than microteaching sessions for student teachers to be professionally matured. On the other hand, microteaching practices were also proclaimed to be priming and supportive teaching experiences.

References

  • Akalın, S. (2005). Comparison between traditional teaching and microteaching during school experience of student-teacher. Euroasian Journal of Educational Research, 20, 1-13. Aksu, M.B. & Demirtaş, H. (2006). Öğretmen adaylarinin Okul Deneyimi II dersine ilişkin görüşleri (İnönü Üniversitesi Eğitim Fakültesi Örneği). İnönü Üniversitesi Eğitim Fakültesi Dergisi, 7 (11), 3- 21. Amobi, F. A. (2005). Preservice teachers' reflectivity on the sequence and consequences of teaching actions in a microteaching experience. Teacher Education Quarterly 32(1), 115-130. Amobi, F. A., & Irwin, L. (2009). Implementing on-campus microteaching to elicit pre- service teachers’ reflection on teaching actions: Fresh perspective on an established practice. Journal of the Scholarship of Teaching and Learning, 9(1), 27- 34. Arends, R.I. (2000). Learning to Teach. Newyork: Mc Graw-Hill. Aydın, S., Selçuk, A., & Yeşilyurt, M. (2007). Öğretmen adaylarının “Okul Deneyimi II” dersine ilişkin görüşleri (Yüzüncü Yıl Üniversitesi örneği). Yüzüncü Yıl Üniversitesi, Eğitim Fakültesi Dergisi. Aralık 2007. IV,(II), 75-90. Benton-Kupper, J. (2001). The microteaching experience: Student perspectives. Education, 121(4), 830-835. Borg, S. (2003). Teacher cognition in language teaching: A review of research on what language teachers think, know, believe, and do. Language Teaching, 36, 81-109. Britton, L.R.,& Anderson, K. A. (2010). Peer coaching and pre-service teachers: Examining an underutilized concept. Teaching and Teacher Education, 26(2), 306- 314. Buitink, J. (2009). What and how do student teachers learn during school-based teacher education? Teaching and Teacher Education. 25/1. 118–127. Burns, A. & Richards, J.C. (2009). Second language teacher education. New York: Cambridge University Press. Caires, S.& Almeida, L.S. (2005). Teaching practice in Initial Teacher Education: its impact on pre-service teachers’ professional skills and development, Journal of Education for Teaching, 31 (2), 111-120. Chambers, G. N. & Roper, T. (2000). Why students withdraw from initial teacher training. Journal of Education for Teaching, 26(1), 25-43. Cripwell, K. & Geddes, M. (1982). The development of organizational skills through microteaching for ELT. ELT Journal, 36, 232-236. Crooks, G. (2003). The practicum in TESOL: Professional development through teaching practice. New York: Cambridge University Press. Demirkol, İ. (2004). Expectations for the roles of cooperating teachers and university supervisors during the practice teaching period as perceived by university supervisors, cooperating teachers and pre-service teachers. (unpublished Masters of Art thesis, Boğaziçi University, İstanbul). Donnelly, R., & Fitzmaurice, M. (2011). Towards productive reflective practice in microteaching. Innovations in Education and Teaching International, 48 (3), 335- 346. Eick, C., Meadows, L., & Balkom, R. (2005) Breaking into inquiry. The Science Teacher, 72(7), 49-53. Halbach, A. (2000). Trainee change through teacher training: a case study in training English language teachers in Spain. Journal of Education for Teaching, 26 (2), 139. He, C., & Yan, C. (2011). Exploring authenticity of microteaching in pre-service teacher education programs. Teaching Education, 22(3), 291-302. Higher Education Council (1998). Okul Uygulama Çalışmaları. Retrieved May 7, 2011 from http://www.yok.gov.tr/egitim/ogretmen/sunus.html. Hökkä P., Eteläpelto A., & Rasku-Puttonen H.(2012). The professional agency of teacher educators amid academic discourses. Journal of Education for Teaching, 38(1), 82- 103. Gömleksiz, M. N., Mercin, L., Bulut, İ. & Atan, U. (2006). The opinions of prospective teachers on school experience II course (problems and solutions). Eurasian Journal of Educational Research, 23, 148-158. Güven, İ. (2004). Sosyal bilgiler alan öğretmen adaylarının okul uygulamalarına yönelik görüşleri üzerine nitel bir araştırma. Kuram ve Uygulamada Eğitim Bilimleri, 4(2),271-300. Johnston, B. (2009). Collaborative Teacher Development. ”. In Burns, A. & Richards, J.C.(Eds.) The Cambridge guide to second language teacher education. New York: Cambridge University Press. pp.241-249. Kapadia K., & Coca V.(2007). Keeping new teachers: A first look at the influences of induction in the Chicago public schools. Chicago, IL: Chicago School Research at the University of Chicago. Karamustafaoğlu, O& Akdeniz, A. R., (2002). Fizik öğretmen adaylarının kazanmaları beklenen davranışları uygulama okullarında yansıtabilme olanakları. VUFBMEK Bildiri Kitabı, ODTÜ. Khairani, A.Z. (2011) Student Teachers’ Expectations of Teaching as a Profession in Malaysia. US-China Education Review A 1 147-152. Kponja, E. (2001). A study of the effects of video tape recording in microteaching training. British Journal of Educational Technology, 32 (4), 483-486. Lederman, N., & Gess-Newsome, J. (1991). Metamorphosis, capturing complexity: A typology of reflective adaptation, or evolution? Pre-service science teachers’ concerns and perceptions of teaching and planning. Science Teacher Education,75(4), 443– 456. Legutke, M., & Schocker-v Ditfurth, M. (2009). “School-based experience”. In Burns, A. & Richards, J.C. (Eds.) The Cambridge guide to second language teacher education. New York: Cambridge University Press. pp.209–217. Luk, J. (2008). Assessing teaching practicum reflections: Distinguishing discourse features of the“high” and “low” grade reports. System, 36, 624-641. Lumpe, A., Czerniak, C., Haney, J., & Beltyukova, S. (2012). Beliefs about teaching science: The relationship between elementary teachers’ participation in professional development and student achievement. International Journal of Science Education, 34 (2), 153-166. Malderez, A. (2009). Mentoring. In Burns, A. & Richards, J.C. (Eds.) The Cambridge guide to second language teacher education. New York: Cambridge University Press. pp.259-268. Mergler, A. G. & Tangen, D. J.(2010). Using microteaching to enhance teacher efficacy in pre-service teachers. Teaching Education, 21(2), 199-210. Mergler, A. G. & Spooner-Lane, R. (2012). What Pre-service Teachers need to know to be Effective at Values-based Education. Australian Journal of Teacher Education: 37/ 8, 66-81 Özmen, H. (2008). Okul Deneyimi - I ve Okul Deneyimi - II derslerine ilişkin öğretmen adaylarinin görüşleri. Ondokuz Mayıs Üniversitesi Eğitim Fakültesi Dergisi, 25, 25- 37. Rich, P.& Hannafin, M.J. (2009). Video annotation tools: Technologies for assessing and improving pre-service teachers’ instructional decision making. Journal of Teacher Education, 60(1): 52–67. Richards, J.C & Farrell, T.S.C. (2011). Practice teaching: A reflective approach. New York: Cambridge University Press. Stanley, C. (1998). A framework for teacher reflectivity, TESOL Quarterly 32 (3), 584–591. Stanulis, R. N., & Floden, R. E. (2009). Intensive mentoring as a way to help beginning teachers develop balanced instruction. Journal of Teacher Education, 60(2), 112-122. Stanulis, R. N., Little, S., & Wibbens, E. (2012). Intensive mentoring that contributes to change in beginning elementary teachers’ learning to lead classroom discussions. Teaching and Teacher Education, 28(1), 32-43. Tang, S.Y. F. (2003). Challenge and support: the dynamics of pre-service teachers’ professional learning in the field experience. The Teaching and Teacher Education, 19, 483-498. Tavil, Z.M. (2012). The Program of Pedagogical Courses at an English Language Teaching Department: A Summative Evaluation. Atatürk Üniversitesi Sosyal Bilimler Enstitüsü Dergisi. 16 (2): 189-200. Tsui, A.B.M. (2009) Teaching expertise: approaches, perspectives, and characterizations. ”. In Burns, A. & Richards, J.C. (Eds.) The Cambridge guide to second language teacher education. New York: Cambridge University Press. pp. 190-198.
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Details

Primary Language English
Subjects Other Fields of Education
Journal Section Research Article
Authors

Muhlise Coşgun Ögeyik 0000-0002-0029-6409

Publication Date August 6, 2020
Submission Date May 27, 2020
Published in Issue Year 2020 Volume: 9 Issue: 1

Cite

APA Coşgun Ögeyik, M. (2020). School-Based and Faculty-Based Teaching Practices Student Teachers Gain Classroom Experiences. ELT Research Journal, 9(1), 28-53.