The Views of Teacher Candidates Attending the Pedagogical Formation Program Regarding the Teaching Practice Course

Yıl 2017, Cilt: 6 Sayı: 4, 510 - 521, 15.10.2017

Fevzi Dursun , Zafer Kiraz

https://doi.org/10.12973/eu-jer.6.4.510

Öz

One of the important aspects that increase the efficiency of learning is well trained teacher. Besides, increasing quality and ensuring permanent learning is undoubtedly dependent on teacher’s effort to achieve these and active participation of student in the teaching process more actively and willingly. This study was conducted to review the views of teacher candidates for the practices they performed at relevant schools in the scope of teaching practice. In the study, it was aimed to determine what teachers have carried out for the teaching process to be more qualified. In the study, six open-ended questions were asked to 26 teacher candidates, working at central district of Tokat province during the spring semester of 2015-2016 academic year, received pedagogical formation, agreed voluntarily respond to the information on the form in pre-interview. The study conducted qualitatively. In the analysis of the data, descriptive analysis technique from qualitative data analysis techniques was used. According to findings, it is seen that participants experienced various problems during teaching practice. The participants found short haul and temporary solutions that they usually developed by themselves to overcome their problems that they experienced. The majority of the participants expressed that they benefited from teaching practice course in the topics of lecturing, addressing, recognizing students, communicating with students, classroom management and attracting attention. The majority of the participants stated that teaching practice satisfied their expectations from this practice. It was found that the participants didn’t have enough knowledge about the practice itself, so their expectations from this practice was low. The fact that participants' expectations were low and they didn’t have enough knowledge about the practice shows that the practice in question satisfied their expectations easier and faster. Regarding the participants' expectations about how teaching practice should be and what it should include; they expect for teaching staff and practice teacher to get more involved with participants and course; the lesson plans to be more planned and functional, the communication of instructors, and practice teachers at school to be better

Anahtar Kelimeler

Teaching practice, pedagogical formation education, teacher candidate

Kaynakça

• Altunisik, R., Coskun, R., Yildirim, E., & Bayraktaroglu, S. (2001). Sosyal Bilimlerde Arastirma Yontemleri-SPSS Uygulamali[Research Methods in Social Sciences-SPSS Applied] Ankara: Sakarya Kitapevi.
• Becit, G., Kurt, A.A. & Kabakci, I. (2009). Bilgisayar ogretmen adaylarinin okul uygulama derslerinin yararlarina iliskin gorusleri [Computer teacher candidates' views on the benefits of school practice courses].Anadolu Universitesi Sosyal Bilimler Dergisi, 9(1), 169-184.
• Berg, B. L. (1998). Qualitative Research Methods for the Social Sciences. Boston: Pearson/Allyn & Bacon.
• Creswell, J.W. (2005). Educational Research: Planning, Conducting and Evaluating Quantitative and Qualitative Research (2nd ed.). Upper Saddle River, N.J.: Pearson Merrill Prentice Hall.
• Curtner-Smith MD, Sofo, S. (2004). Influence of a Critically Oriented Methods Course And Early Field Experience On Preservice Teachers' Conceptions Of Teaching. Sport Education and Sociaty, 9(1), 115-142. DOI: 10.1080/1357332042000175845.
• Esaslan, A. (2009). Ilkogretim matematik ogretmen adaylarinin “ogretmenlik uygulamasi” uzerine gorusleri[opinions of elementary mathematics teacher candidates on "teaching practice"].Necatibey Egitim Fakultesi Elektronik Fen ve Matematik Egitimi Dergisi, 3(1), 207-221.
• Gokce, E. and Demirhan, C. (2005). Ogretmen egitiminde yenilikci bir yaklasim mi yoksa geleneksel bir anlayis mi? [an innovative approach or a traditional approach to teacher education?]. Ankara Universitesi Egitim Bilimleri Fakultesi Dergisi 38(2),187-195.
• Guven, I. (2004). Sosyal bilgiler alan ogretmen adaylarinin okul uygulamalarina yonelik gorusleri uzerine nitel bir calisma[A qualitative study on the views of social sciences field about school practices].Kuram ve Uygulamada Egitim Bilimleri, 4(2), 273-290.
• Harmandar, M., Bayrakceken, S., Kincal, R.Y., Buyukkasap, E., & Kizilkaya, S. (2000). Kazim Karabekir Egitim Fakultesinde okul deneyimi uygulamasi ve sonuclarinin degerlendirilmesi[Evaluation of school experience application and results at Kazim Karabekir Faculty of Education]. Milli Egitim Dergisi, Sayi:148, 3-6,
• Isikoglu, N., Ivrendi, A. ve Sahin, A. (2007). Ogretmenlik uygulamasi surecine ogretmen adaylarinin gozuyle derinlemesine bir bakis[A deeper look at process of teaching practice from teacher candidates' perspectives]. Egitim Arastirmalari Dergisi, 26, 131–142.
• Kucukahmet, L. (2007). 2006-2007 Ogretim yilinda uygulanmaya baslanan ogretmen yetistirme lisans programlarinin degerlendirilmesi [Evaluation of teacher training graduate programs that started to be implemented in the academic year]. Turk Egitim Bilimleri Dergisi, 5(2), 203-218.
• Kumbetoglu, B. (2005). Sosyolojide ve Antropolojide Niteliksel Yontem ve Arastirma[Qualitative Method and Research in Sociology and Anthropology]. Istanbul: Baglam Yayincilik.
• Oguz, A. (2004). Okul deneyimi dersinin ogretmen adaylari uzerindeki etkileri [Effects of school experience course on teacher candidates]. Dumlupinar Universitesi Sosyal Bilimler Dergisi, 11, 141-162.
• Ozkilic, R., Bilgin, A. & Kartal, H. (2008), Ogretmenlik uygulamasi dersinin ogretmen adaylarinin goruslerine gore degerlendirilmesi [Evaluation of teaching practice course according to the opinions of teacher candidates]. Ilkogretim Online, 7(3), 726-737) [Online]: http://ilkogretim-online.org.tr.
• Paker, T. (2008).Ogretmenlik uygulamasinda ogretmen adaylarinin uygulama ogretmeni ve uygulama ogretim elemaninin yonlendirmesiyle ilgili karsilastiklari sorunlar [Problems faced by teacher candidates related with the guidance of application teacher and application in teaching practice]. Pamukkale Universitesi Egitim Fakultesi Dergisi, Sayi: 23, 132-139.
• Riza, E.T. & Hamurcu, H. (2000). Sinif ogretmenligi bolumu ogrencilerinin okul deneyimi ve ogretmenlik uygulamasina yonelik gorusleri [opinions of classroom tutorship division students on school experience and teaching practice]. Pamukkale Universitesi Egitim Fakultesi Dergisi, Sayi: 8, 91-97.
• Turnuklu, A. (2000). Egitimbilim arastirmalarinda etkin olarak kullanilabilecek nitel bir arastirma teknigi: gorusme [Qualitative research technique that can be effectively used in pedagogic researches: interview]. Kuram ve Uygulamada Egitim Yonetimi Dergisi, Sayi: 24, 543–559.
• Yildirim, A. & Simsek, H. (2008). Sosyal Bilimlerde Nitel Arastirma Yontemleri [Qualitative Research Methods in Social Sciences]. Ankara: Seckin Yayinlari.
• Yuksek Ogretim Kurumu (YOK) (1998) Egitim Fakultesi Ogretmen Yetistirme Lisans Programlari [Faculty of Education Teacher Training Undergraduate Programs]. Retrieved june 17, 2017, from http://www.yok.gov.tr/ documents/ 10279/ 30217/ Egitim_fakultesi_ogretmen_yetistirme_lisans_programlari_mart_98.pdf/ 5e166018-b806-48d5-ae13-6afd5dac511c