The Experiences of The Practicum Dyad: A Meta-Synthesis From Turkish EFL Case (2012-2022)

Year 2024, , 159 - 167, 29.01.2024

Gizem Mutlu Gülbak

https://doi.org/10.24106/kefdergi.1426737

Abstract

Purpose: The practicum component of teacher education programs and its active participants, mentor teachers (cooperating teachers) and student teachers, have a special place in teacher education programs. With a focus on the experiences of this practicum dyad, this meta-synthesis aims to describe a broader picture of practicum practices in the Turkish EFL context.
Design/Methodology/Approach: It investigates the recent qualitative studies published between 2012 and 2022 through a meta-synthesis
Findings: The synthesis identified three main themes: (1) challenges, (2) expectations, and (3) appreciation of both members, which were further categorized as practicum-based, profession-based, and school-based.

Highlights: The results provided not only valuable data to inform a mentor training program but also uncovered the concerns experienced by all three groups, which should be carefully examined, and necessary actions should be taken accordingly. Through a review of in-depth qualitative studies related to the experiences of the EFL practicum dyad, it provides a broader lens for the practicum studies conducted in language teacher education programs in Turkey and raised issues to be addressed by supervisors, mentors, student teachers, and policy makers, which could also lead to further inquiries for other teaching contexts.

Keywords

Mentoring, Practicum, Language teacher education, Meta-synthesis, Student teachers

References

• Zanting, A., Verloop, N., & Vermunt, J.D. (2001). Student teachers' beliefs about mentoring and learning to teach during teaching practice. British Journal of Educational Psychology, 71, 57-80. 10.1348/000709901158398