BibTex RIS Kaynak Göster

-

Yıl 2013, Cilt: 28 Sayı: 28-3, 97 - 110, 01.06.2013

Abdullah Coşkun

Öz

As the importance attached to the English language is rapidly increasing, the pre-service training of English teachers is becoming more and more important. One of the most essential components of teacher training programs is the practicum course requiring last year English teacher trainees (TTs) to observe classes and do practice teaching before they step into the actual teaching profession. As various stakeholders, such as mentor teachers, supervisors, teacher trainees, school administrators and students are involved in the process of this course, causes of stress on each of these stakeholders were investigated in this study by means of open-ended surveys and interviews. The analysis of the qualitative data through content analysis brought to light the practicum-related problems causing stress for all the stakeholders. Summarizing the main stress-generating factors, the study concludes with suggestions for a less stressful practicum experience. It is believed that understanding the sources of stress arising from the practicum will help relevant stakeholders take necessary precautions to manage stress throughout the course.

Anahtar Kelimeler

English Language Teaching Practicum Stress Pre-service teachers

Kaynakça

  • Arnold, E. (2006). Assessing the quality of mentoring: sinking or learning to swim? ELT Journal, 60, 117-124.
  • Atay, D. (2007). Beginning teacher efficacy and the practicum in an EFL context. Teacher Development, 2(11), 2032
  • Bailey, K.M. (2006). Language teacher supervision: A case-based approach. New York: Cambridge University Press. Bourke, J. M. (2001). The role of the TP TESL Supervisor. Journal of Education for Teaching: International Research and Pedagogy, 27(1), 63-73.
  • Brannan, D. & Bleistein, T. (2012). Novice ESOL teachers’ perceptions of social support networks. TESOL Quarterly, 46(3), 519-541.
  • Brooks, V., Sikes, P. J., & Husbands, C. T. (1997). The good mentor guide: Initial teacher education in secondary schools. Buckingham: Open University Press
  • Clarke, A. & Collins, S. (2007). Complexity theory and the supervision of student teacher on practicum. Teaching and Teacher Education, 23(2), 160-172.
  • Costin, G.A, Fogarty, M. & Yarrow, A. (1992). Student teacher stress in practice teaching. Retrieved from httphttp://www.swin.edu.au/aare/conf92/COSTG92.400.
  • Coşkun, A., & Daloğlu, A. (2010). Evaluating an English language teacher education program through Peacock’ smodel. Australian Journal of Teacher Education, 35(6), 23-42.
  • Cruickshank, K. E. & Westbrook, R. S. (2013). Local and global - conflicting perspectives? The place of overseas practicum in preservice teacher education. Asia-Pacific Journal of Teacher Education, 41 (1), 55-68.
  • Çelik, M. (2008). Pre-service EFL teachers’ reported concerns and stress for practicum in Turkey. Education and Science, 33(150), 97-109.
  • Darling-Hammond, L., & Baratz-Snowden, J. (Eds.). (2005). A Good Teacher in Every Classroom: Preparing the Highly Qualified Teachers our Children Deserve. San Francisco, CA: Jossey-Bass.
  • Enginarlar, H. (1996). Praticum in ELT: problems and prospects. Dil Dergisi, 43, 92–99.
  • Eyers, V. (2004). Guidelines for Quality in the Practicum. National Institute for Quality Teaching and Schoo Leadership. Australian
  • Farrell, T.S.C. (2008). Here is the book, go and teach: ELT practicum support. RELC journal of language teaching and research in Southeast Asia, 39(2), 226-241.
  • Fogarty, M., & Yarrow, A. (1994, July). Pre-service teacher stress and the practicum: an action research project.Paper presented at the Annual Meeting of the Australian Teacher Education Association, Brisbane, Queensland, Australia.
  • 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.
  • Graham, B. (2006). Conditions for successful field experiences: Perceptions of cooperating teachers. Teacher and Teacher Education, 22, 1118–1129.
  • Guyton, E., & McIntyre, D. J. (1990). Student teaching and school experiences. In W. R. Houston (Ed.), Handbook of Research on Teacher Education (pp. 514-534). New York: MacMillan.
  • Hudson, P. (2004). Mentoring for effective primary science teaching. PHD, Queensland University of Technology, Brisbane, Australia
  • Hutto, N., Holden, J., & Haynes, L. (Eds.). (1991). Mentor training manual for Texas teachers. Dallas: Texas Education Agency.
  • Intrator, S.M. (2006). Beginning teachers and the emotional drama of the classroom. Journal of Teacher Education,57(3), 232-239.
  • Kay, D., & Hinds, R. (2002). A practical guide to mentoring: Play an active and worthwhile part in the development ofothers, and improve your own skills in the process. Oxford: How to Books.
  • Kelly, M., Grenfell, M., Allan, R., Kriza, C. and McEvoy, M. (2004). European profile for language teacher education—A frame of reference. A report to the European Commission Directorate General for Educationand Culture. Brussels, Belgium: European Commission Directorate General for Education and Culture.
  • Kim, S. Y., & Kim, J. H. (2004). When the learner becomes a teacher: Foreign language teaching anxiety as anoccupational hazard. English Teaching, 59(1), 165-186.
  • Korukçu, S. (1996). An analysis of the problems of beginning teachers to develop an induction program for the Basic English Departments of Turkish universities. Unpublished Master’s Thesis, Bilkent University, Ankara.
  • Kyriacou, C. (2001). Teacher stress: Directions for future research. Educational Review, 53(1), 27-35.
  • Kyriacou, C., & Stephens, P. (1999). Student teachers’ concerns during teaching practice. Evaluation and Research in Education, 13(1), 18-31.
  • Lee, K., & Loughran, J. (2000). Facilitating pre-service teachers' reflection through a school based teaching program. International Journal of Reflective Practice, 1(1), 69-89.
  • MacDonald, C. (1993). Coping with stress during the teaching practicum: The student teacher's perspective. TheAlberta Journal of Educational Research, 39, 407-418.
  • Mann, S., & Tang, E. H. H. (2012). The role of mentoring in supporting novice English language teachers in HongKong. TESOL Quarterly, 46(3), 472-495.
  • Merç, A. (2004). Reflections of pre-service EFL teachers throughout their teaching practicum. What has been good? What has gone wrong? What has changed? Unpublished master’s thesis. Anadolu University, Eskişehir.
  • Merç, A. (2011). Sources of foreign language student teacher anxiety: A qualitative inquiry. Turkish Online Journal of Qualitative Inquiry, 2(4), 80-94.
  • Miles, M. B. & Huberman, A. M. (1994). Qualitative Data Analysis: an Expanded Sourcebook, Thousand Oaks, Calif., Sage.
  • Murray-Harvey, R., Slee, P. T., Lawson, M. J., Silins, H., Banfield, G., & Russell, A. (2000). Under stress: The concerns and coping strategies of teacher education students. European Journal of Teacher Education, 23, 19-35. Numrich, C. (1996). On becoming a language teacher: insights from diary studies. TESOL Quarterly, 30(1), 131-153.
  • Ong’ondo, C.O., & Jwan, J.O. (2009). Research on student teachers’ learning, collaboration and supervision during Teaching Practice: A literature review. Educational Research and Review, 4, 415-424.
  • Paker, T. (2011). Student teacher anxiety related to the teaching practicum. Eğitim Araştırmaları-Eurasian Journal of Educational Research, 42, 207-224.
  • Patton, M. Q. (2002). Qualitative research and evaluation methods. Thousand Oaks, CA: Sage.
  • Reed, D. (1989). Student teacher problems with classroom discipline: Implications for program development. Action in Teacher Education, 11(3), 59-64.
  • Reupert, A., & Woodcock, S. (2010). Success and near misses: Pre-service teachers’ use, confidence and success in various classroom management strategies. Teaching and Teacher Education, 26(6), 1261-1268.
  • Rieg, S. A., Paquette, K. R., & Chen, Y. (2007). Coping with stress: An investigation of novice teachers’ stressors in the elementary classroom. Education, 128(2), 211-226.
  • Slick, S. (1998). The university supervisor: A disenfranchised outsider. Teaching and Teacher Education, 14(8), 821
  • Stephens, P. (1996). Essential Mentoring Skills: A practical handbook for school based Teacher Educations, Cheltenham: Stanley Thorness.
  • Stokking, K., Leenders F., De Jong J. & Van Tartwijk J. (2003). From student to teacher: reducing practice shock and early dropout in the teaching profession. European Journal of Teacher Education, 26(3), 329 ‐3
  • Zeichner, K. (2010). Rethinking the Connections between Campus Courses and Field Experiences in College- and University-Based Teacher Education. Journal of Teacher Education, 61(1), 89-99.

Stress in English Language Teaching Practicum: The Views of All Stakeholders

Yıl 2013, Cilt: 28 Sayı: 28-3, 97 - 110, 01.06.2013

Abdullah Coşkun

Öz

İngilizce diline verilen önem hızlı bir şekilde arttığı için, İngilizce öğretmenlerinin aldıkları hizmet öncesi eğitim daha fazla önem kazanmaktadır. Öğretmen eğitiminin en önemli kısımlarından biri son sınıf İngilizce öğretmeni adaylarının öğretmenlik mesleğine adım atmadan sınıf gözlemi ve öğretmenlik uygulaması yapmasını gerektiren öğretmenlik uygulaması dersidir. Bu ders sürecine danışman öğretmenler, danışman öğretim üyeleri, öğretmen adayları, okul yöneticileri ve öğrenciler gibi birçok farklı paydaş katıldığından, öğretmenlik uygulaması dersinin her bir paydaş üzerinde stres yaratan sebepleri açık-uçlu anketler ve mülakatlar aracılığıyla araştırılmıştır. Nitel verilerin içerik analizi tüm paydaşlar için öğretmenlik uygulaması dersiyle ilgili stres yaratan sorunları açığa çıkarmıştır. Çalışmanın sonunda, stres yaratan faktörler özetlenip daha az stresli bir öğretmenlik uygulaması deneyimi için bazı tavsiyelerde bulunulmuştur. Öğretmenlik uygulaması dersinden kaynaklanan stres faktörlerini anlamanın ilgili paydaşlara ders boyunca stresle baş etmek için gerekli önlemleri almasına yardımcı olacağı düşünülmektedir.

Anahtar Kelimeler

İngilizce dili öğretimi öğretmenlik uygulaması stres hizmet öncesi öğretmenler

Kaynakça

  • Arnold, E. (2006). Assessing the quality of mentoring: sinking or learning to swim? ELT Journal, 60, 117-124.
  • Atay, D. (2007). Beginning teacher efficacy and the practicum in an EFL context. Teacher Development, 2(11), 2032
  • Bailey, K.M. (2006). Language teacher supervision: A case-based approach. New York: Cambridge University Press. Bourke, J. M. (2001). The role of the TP TESL Supervisor. Journal of Education for Teaching: International Research and Pedagogy, 27(1), 63-73.
  • Brannan, D. & Bleistein, T. (2012). Novice ESOL teachers’ perceptions of social support networks. TESOL Quarterly, 46(3), 519-541.
  • Brooks, V., Sikes, P. J., & Husbands, C. T. (1997). The good mentor guide: Initial teacher education in secondary schools. Buckingham: Open University Press
  • Clarke, A. & Collins, S. (2007). Complexity theory and the supervision of student teacher on practicum. Teaching and Teacher Education, 23(2), 160-172.
  • Costin, G.A, Fogarty, M. & Yarrow, A. (1992). Student teacher stress in practice teaching. Retrieved from httphttp://www.swin.edu.au/aare/conf92/COSTG92.400.
  • Coşkun, A., & Daloğlu, A. (2010). Evaluating an English language teacher education program through Peacock’ smodel. Australian Journal of Teacher Education, 35(6), 23-42.
  • Cruickshank, K. E. & Westbrook, R. S. (2013). Local and global - conflicting perspectives? The place of overseas practicum in preservice teacher education. Asia-Pacific Journal of Teacher Education, 41 (1), 55-68.
  • Çelik, M. (2008). Pre-service EFL teachers’ reported concerns and stress for practicum in Turkey. Education and Science, 33(150), 97-109.
  • Darling-Hammond, L., & Baratz-Snowden, J. (Eds.). (2005). A Good Teacher in Every Classroom: Preparing the Highly Qualified Teachers our Children Deserve. San Francisco, CA: Jossey-Bass.
  • Enginarlar, H. (1996). Praticum in ELT: problems and prospects. Dil Dergisi, 43, 92–99.
  • Eyers, V. (2004). Guidelines for Quality in the Practicum. National Institute for Quality Teaching and Schoo Leadership. Australian
  • Farrell, T.S.C. (2008). Here is the book, go and teach: ELT practicum support. RELC journal of language teaching and research in Southeast Asia, 39(2), 226-241.
  • Fogarty, M., & Yarrow, A. (1994, July). Pre-service teacher stress and the practicum: an action research project.Paper presented at the Annual Meeting of the Australian Teacher Education Association, Brisbane, Queensland, Australia.
  • 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.
  • Graham, B. (2006). Conditions for successful field experiences: Perceptions of cooperating teachers. Teacher and Teacher Education, 22, 1118–1129.
  • Guyton, E., & McIntyre, D. J. (1990). Student teaching and school experiences. In W. R. Houston (Ed.), Handbook of Research on Teacher Education (pp. 514-534). New York: MacMillan.
  • Hudson, P. (2004). Mentoring for effective primary science teaching. PHD, Queensland University of Technology, Brisbane, Australia
  • Hutto, N., Holden, J., & Haynes, L. (Eds.). (1991). Mentor training manual for Texas teachers. Dallas: Texas Education Agency.
  • Intrator, S.M. (2006). Beginning teachers and the emotional drama of the classroom. Journal of Teacher Education,57(3), 232-239.
  • Kay, D., & Hinds, R. (2002). A practical guide to mentoring: Play an active and worthwhile part in the development ofothers, and improve your own skills in the process. Oxford: How to Books.
  • Kelly, M., Grenfell, M., Allan, R., Kriza, C. and McEvoy, M. (2004). European profile for language teacher education—A frame of reference. A report to the European Commission Directorate General for Educationand Culture. Brussels, Belgium: European Commission Directorate General for Education and Culture.
  • Kim, S. Y., & Kim, J. H. (2004). When the learner becomes a teacher: Foreign language teaching anxiety as anoccupational hazard. English Teaching, 59(1), 165-186.
  • Korukçu, S. (1996). An analysis of the problems of beginning teachers to develop an induction program for the Basic English Departments of Turkish universities. Unpublished Master’s Thesis, Bilkent University, Ankara.
  • Kyriacou, C. (2001). Teacher stress: Directions for future research. Educational Review, 53(1), 27-35.
  • Kyriacou, C., & Stephens, P. (1999). Student teachers’ concerns during teaching practice. Evaluation and Research in Education, 13(1), 18-31.
  • Lee, K., & Loughran, J. (2000). Facilitating pre-service teachers' reflection through a school based teaching program. International Journal of Reflective Practice, 1(1), 69-89.
  • MacDonald, C. (1993). Coping with stress during the teaching practicum: The student teacher's perspective. TheAlberta Journal of Educational Research, 39, 407-418.
  • Mann, S., & Tang, E. H. H. (2012). The role of mentoring in supporting novice English language teachers in HongKong. TESOL Quarterly, 46(3), 472-495.
  • Merç, A. (2004). Reflections of pre-service EFL teachers throughout their teaching practicum. What has been good? What has gone wrong? What has changed? Unpublished master’s thesis. Anadolu University, Eskişehir.
  • Merç, A. (2011). Sources of foreign language student teacher anxiety: A qualitative inquiry. Turkish Online Journal of Qualitative Inquiry, 2(4), 80-94.
  • Miles, M. B. & Huberman, A. M. (1994). Qualitative Data Analysis: an Expanded Sourcebook, Thousand Oaks, Calif., Sage.
  • Murray-Harvey, R., Slee, P. T., Lawson, M. J., Silins, H., Banfield, G., & Russell, A. (2000). Under stress: The concerns and coping strategies of teacher education students. European Journal of Teacher Education, 23, 19-35. Numrich, C. (1996). On becoming a language teacher: insights from diary studies. TESOL Quarterly, 30(1), 131-153.
  • Ong’ondo, C.O., & Jwan, J.O. (2009). Research on student teachers’ learning, collaboration and supervision during Teaching Practice: A literature review. Educational Research and Review, 4, 415-424.
  • Paker, T. (2011). Student teacher anxiety related to the teaching practicum. Eğitim Araştırmaları-Eurasian Journal of Educational Research, 42, 207-224.
  • Patton, M. Q. (2002). Qualitative research and evaluation methods. Thousand Oaks, CA: Sage.
  • Reed, D. (1989). Student teacher problems with classroom discipline: Implications for program development. Action in Teacher Education, 11(3), 59-64.
  • Reupert, A., & Woodcock, S. (2010). Success and near misses: Pre-service teachers’ use, confidence and success in various classroom management strategies. Teaching and Teacher Education, 26(6), 1261-1268.
  • Rieg, S. A., Paquette, K. R., & Chen, Y. (2007). Coping with stress: An investigation of novice teachers’ stressors in the elementary classroom. Education, 128(2), 211-226.
  • Slick, S. (1998). The university supervisor: A disenfranchised outsider. Teaching and Teacher Education, 14(8), 821
  • Stephens, P. (1996). Essential Mentoring Skills: A practical handbook for school based Teacher Educations, Cheltenham: Stanley Thorness.
  • Stokking, K., Leenders F., De Jong J. & Van Tartwijk J. (2003). From student to teacher: reducing practice shock and early dropout in the teaching profession. European Journal of Teacher Education, 26(3), 329 ‐3
  • Zeichner, K. (2010). Rethinking the Connections between Campus Courses and Field Experiences in College- and University-Based Teacher Education. Journal of Teacher Education, 61(1), 89-99.
Toplam 44 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Makaleler
Yazarlar

Abdullah Coşkun Bu kişi benim

Yayımlanma Tarihi 1 Haziran 2013
Yayımlandığı Sayı Yıl 2013 Cilt: 28 Sayı: 28-3

Kaynak Göster

APA Coşkun, A. (2013). Stress in English Language Teaching Practicum: The Views of All Stakeholders. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 28(28-3), 97-110.