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Türkiye'de İngilizce Öğretmenliği Bölümü Staj Uygulamalarının Zorluklarına Genel Bakış: 2004-2019 Arası Araştırmalarda Bir Meta Sentez Çalışması

Yıl 2021, Cilt: 22 Sayı: 2, 1669 - 1712, 31.08.2021
https://doi.org/10.17679/inuefd.886731

Öz

Öğretmen olma yolculuğunda staj uygulamaları süreci büyük bir önem arz etmektedir. Staj uygulamasında, öğretmen adaylarının belirli sınıf prosedürlerini tamamlamaları ve lisans programının teorik ve pratik bileşenleri arasında bir bağlantı kurmaları gerekir. Araştırmalar, öğretmen adaylarının profesyonel olmaları için bu sürecin son derece yararlı olduğunu gösterse de bu süreç sorunsuz değildir. Bu bağlamda, yaygın olarak yaşanan sorunlar tespit edilerek, hizmet öncesi öğretmen eğitimi geliştirilebilir. Bu çalışma, Türkiye'deki İngilizce Öğretmenliği bölümlerindeki uygulama uygulamalarının ortak zorluklarını harmanlamak için yapılmıştır. Çalışma, literatürdeki 40 çalışmayı belirledikten sonra kodlama prosedürleri ile literatürde bahsedilen zorlukları analiz etmiş ve kategorilere ayırmıştır. Beş ana kategori ve 36 alt kategori belirlenmiştir. Analiz, zorlukların (1) öğretmen adayları, (2) öğretmenler, (3) uygulama öğretim elemanları, (4) öğrenciler ve (5) okul yöneticileri tarafından belirlendiğini göstermektedir. Uygulama öğretim elemanları ve öğretmenlerinden geri bildirim alınması, öğretmen adaylarının sınıf yönetimi, okullar ve Eğitim fakülteleri arasındaki iş birliği eksikliği, teori ile uygulama arasındaki boşluk ve hedef dil problemleri tekrarlayan sorunlar olarak ortaya çıkmaktadır. Lisans seviyesinde öğretmen eğitimindeki staj uygulama süreçlerinin tekrar eden sorunları araştırılmış, bu zorlukların üstesinden gelmek için öneriler ve öğretmen eğitimi uygulamalarının iyileştirilmesi için çıkarımlar literatür incelenerek belirtilmiştir.

Kaynakça

  • Altan, M. Z., Sağlamel, H., & Boylan, M. (2015). Student teaching from the perspectives of cooperating teachers and pupils. Cogent Education, 2(1), 1086291. doi:10.1080/2331186X.2015.1086291
  • Atay, D. (2007) Beginning teacher efficacy and the practicum in an EFL context. Teacher Development, 11(2), 203-219, doi: 10.1080/13664530701414720.
  • Aydın, Ö. & Ok, A. (2019): Mentoring practices in English language teaching practicum: Student teachers’ perspectives on cooperating teachers’ roles in the Turkish context, The Teacher Educator, DOI: 10.1080/08878730.2019.1701756
  • Aydoğan, İ. & Çilsal, Z. (2007). Yabancı dil öğretmenlerinin yetiştirilme süreci (Türkiye ve Diğer Ülkeler), Sosyal Bilimler Enstitüsü Dergisi, 22, 179-197.
  • Başyurt-Tüzel, A. E., & Akcan, S. (2009). Raising the language awareness of pre‐service English teachers in an EFL context. European Journal of Teacher Education, 32(3), 271–287. doi:10.1080/02619760802572659
  • Çakıroğlu, E. & Çakıroğlu, J. (2010). Reflections on teacher education in Turkey, European Journal of Teacher Education, 26(2), 253-264.
  • Celen, K., M. (2016). Program evaluation of an English language teacher education practicum: Insıghts from supervisors, student teachers, and graduates. Unpublished MA thesis. Boğaziçi University, Istanbul.
  • Celen, K. M., & Akcan, S. (2017). Evaluation of an ELT practicum program from the perspectives of supervisors, student teachers and graduates. Journal of Teacher Education and Educators, 6 (3), 251-274.
  • Çelik, M. (2008). Pre-Service EFL Teachers’ Reported Concerns and Stress for Practicum in Turkey. Education and Science, 33(150), 97–109.
  • Çepik, H., Çepik, E. (2015) Aday İngilizce öğretmenlerin bakiş açisindan Türkiye’de öğretmen eğitimi. International Journal of Language Academy 3(4), 33-42.
  • Ceylan, E., Uştuk, Ö., & Çomoğlu, İ. (2017). The ELT Practicum in Turkey: A Meta-synthesis of 2008-2017 Qualitative Research. The Literacy Trek, 3(2), 102–113.
  • Çınar, S. (2010). Yabancı dil öğretmeni adaylarının öğretmenlik uygulaması dersi kapsamında öğretme davranışlarının incelenmesi: Ampirik-Nitel bir araştırma. Unpublished MA Thesis. Çanakkale Onsekiz Mart Üniversitesi, Sosyal Bilimler Enstitüsü, Çanakkale.
  • Coşkun, A. (2013). Stress in English language teaching practicum: The views of all stakeholders. Hacettepe University Journal of Education, 28(3), 97-110.
  • Çubukçu, F. (2010). Congruence and dissonance between micro-teaching and macro-teaching. Procedia Social and Behavioral Sciences, 2(2), 326–329. doi:10.1016/j.sbspro.2010.03.019
  • Dalioğlu, S. T., & Adıgüzel, O. C. (2016). Teacher Candidates’ Self-Efficacy Beliefs and Possible Selves throughout the Teaching Practice Period in Turkey. Asia Pacific Education Review, 17(4), 651–661.
  • Evertson, C. M., & Weinstein, C. (2006). Classroom management as a field of inquiry. In C. M. Evertson, & C. Weinstein (Eds.), Handbook of Classroom Management: Research, practice, and contemporary issues (pp. 3-15). Mahwah, NJ: Lawrence Erlbaum Associates, Inc.
  • Fowler, J., & Şaraplı, O. (2010). Classroom management: What ELT students expect. Procedia Social and Behavioral Sciences, 3, 94-97. https://doi.org/10.1016/j.sbspro.2010.07.017
  • Gürbüz, N. (2006). Differing perceptions of pre-service English teachers’ strengths and weaknesses in the practicum: A case study in Turkey. ELTED 9. Retrieved from: http://www.elted.net/uploads/7/3/1/6/7316005/v9g%C3%BCrb%C3%BCz.pdf
  • Gürsoy, E. (2013). Improving practicum for a better teacher training. Procedia -Social and Behavioral Sciences, 93, 420–425. doi:10.1016/j.sbspro.2013.09.214
  • Hanushek, E. A. (2002). Teacher quality. In Li. T. Izumi, & W. M. Evers (Eds.), Teacher quality. Hoover Institution Press Publication No. 505.
  • Kasapoğlu, K. (2015). A Review of Studies on School Experience and Practice Teaching in Turkey. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi [Hacettepe University Journal of Education], 30(1), 147-162.
  • Keser, K. & Yavuz, F. (2018). Classroom management problems pre-service teachers encounter in ELT. Cypriot Journal of Educational Science, 13(4), 511–520.
  • Kırmızı, Ö & Tosuncuoğlu, İ. (2019). Becoming Reflective Practitioners: A Case Study of Four Beginning Pre-service EFL Teachers in Turkey. English Language Teaching, 12(4), 127-138. 10.5539/elt.v12n4p127.
  • Koç, E. M. (2012). Idiographic roles of cooperating teachers as mentors in pre-service distance teacher education. Teaching and Teacher Education, 28(6), 818–826. doi:10.1016/j.tate.2012.03.007
  • Korkmazgil, S. (2009). How Does Blogging Enhance Pre-Service English Language Teachers’ Reflectivity in Practicum? (Unpublished Master’s Thesis). Middle East Technical University, Ankara.
  • Köksal, D. Genç, G. (2019). Learning while teaching: Student teachers’ reflections on their teaching practicum. Journal of Language and Linguistic Studies, 15(3), 895-913. Doi: 10.17263/jlls.631531
  • Mahmoudi, F., & Özkan, Y. 2016. Practicum Stress and Coping Strategies of Pre-service English Language Teachers. Procedia-Social and Behavioral Sciences, 232, 494–501. doi: 10.1016/j.sbspro.2016.10.067
  • Merç, A. (2004). Reflections of pre-service EFL teachers throughout their practicum: What has been good? What has gone wrong? What has changed? Unpublished master‘s thesis, Anadolu University, Eskişehir, Turkey.
  • Merç, A. (2010). Self-reported problems of pre-service EFL teachers throughout their practicum. Anadolu University Journal of Social Sciences, 10(2), 199-226.
  • Merç, A. (2015). Assessing the Performance in EFL Teaching Practicum: Student Teachers’ Views. International Journal of Higher Education, 4(2), 44-56. http://dx.doi.org/10.5430/ijhe.v4n2p44
  • Millî Eğitim Bakanlığı Öğretmen Yetiştirme ve Geliştirme Genel Müdürlüğü (2018). Uygulama öğrencilerinin millî eğitim bakanlığına bağlı eğitim öğretim kurumlarında yapacakları öğretmenlik uygulamasına ilişkin yönerge. Tebliğler Dergisi, 2729. Retrieved from http://oygm.meb.gov.tr/www/uygulama-ogrencilerinin-mill-egitim-bakanligina-bagli-egitim-ogretim-kurumlarinda-yapacaklari-ogretmenlik-uygulamasina-iliskin-yonerge/icerik/668
  • Musset, P. (2010). Initial teacher education and continuing training policies in a comparative perspective: Current practices in OECD countries and a literature review on potential effects. OECD Education Working Papers, 48, OECD Publishing.
  • Mutlu, G. (2014). Challenges in Practicum: Pre-Service and Cooperating Teachers’ Voices. Journal of Education and Practice, 5(36), 1–7. Retrieved from http://www.iiste.org/Journals/index.php/JEP/article/view/17465
  • Özçelik, N. (2012). Yabancı dil öğretmen adaylarının okul deneyimi ve öğretmenlik uygulaması dersine ilişkin görüşleri. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, 32(2), 515-536.
  • Pekkanlı-Egel, I. (2009). The prospective English language teacher’s reflections of self efficacy. Procedia - Social and Behavioral Sciences, 1(1), 1561–1567. doi:10.1016/j.sbspro.2009.01.274
  • Rakıcıoğlu-Söylemez, A. (2012). Pre-service language teachers’ conceptions of teaching during the practice teaching course (Unpublished Doctoral Dissertation). Middle East Technical University, Ankara.
  • Rakıcıoğlu-Söylemez, A., & Eröz-Tuğa, B. (2014). Mentoring expectations and experiences of prospective and cooperating teachers during practice teaching. Australian Journal of Teacher Education, 39, 146–168
  • Sağ, R. (2007). Okul uygulama çalışmaları birimi neden kurulmalıdır? Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi,8(14), 128-136.
  • Sağlam, G. (2007). Perceived roles, responsibilities and challenges of CT’s in the procedure of teaching practice course in practicum. (Unpublished Doctoral Dissertation). Middle East Technical University, Ankara, Turkey.
  • Sarıçoban, A. (2009). Pre-service ELT teachers’ concerns about student teaching through classroom observations. Procedia - Social and Behavioral Sciences, 1(1), 703–707. doi:10.1016/j.sbspro.2009.01.123
  • Sarıçoban, A. (2010). Problems encountered by student-teachers during their practicum studies. Procedia-Social and Behavioral Sciences, 2, 707-711.
  • Seferoğlu, G. (2006). Teacher candidates’ reflections on some components of a pre‐service English teacher education programme in Turkey. Journal of Education for Teaching: International Research and Pedagogy, 32(January 2014), 369–378. doi:10.1080/02607470600981953
  • Selçuk, M. & Genç-Yöntem, E. (2019). Beyond Practicum: Interplay between Prospective EFL Teachers’ Conceptualizations of Field Experience and Teaching Career. Advances in Language and Literary Studies, 10(1), 154-162.
  • Seymen, S. (2012). Beliefs and expectations of student teachers' about their self and role as teacher during teaching practice course. Procedia - Social and Behavioral Sciences 46, 1042 – 1046.
  • Taş, M. & Karabay A. (2016). Developing teaching skills through the school practicum in Turkey: A metasynthesis study, Journal of Education and Training Studies, 4(11), 87-99.
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Overview of the challenges of Practicum Practices in English Language Teaching in Turkey: A Meta Synthesis Study on Literature between 2004 and 2019

Yıl 2021, Cilt: 22 Sayı: 2, 1669 - 1712, 31.08.2021
https://doi.org/10.17679/inuefd.886731

Öz

During the journey to becoming teachers, practice teaching process is considered to be of great importance. During the practicum, the prospective teachers are required to complete certain classroom procedures and establish a link between the theoretical and the practical component of the undergraduate program. Although the research shows that this process is immensely helpful for pre-service teachers to become professionals, it is not without problems. In this context, by identifying the commonly experienced problems, the pre-service teacher education can be improved. This study was carried out to collate the common challenges of practicum practices in ELT departments in Turkey. The study identified 40 studies in the literature and then analyzed and categorized the challenges mentioned by the literature thorough coding procedures. Five main categories and 36 sub-categories have been identified. The analysis showed that the challenges have been identified by (1) student teachers, (2) classroom teachers, (3) supervisors, (4) pupils, and (5) school administrators. The recurring problems discovered were to receive feedback from supervisors and classroom teachers, classroom management of student teachers, lack of collaboration between schools and faculties of Education, the gap between theory and practice, and target language problems. Through exploring the recurring problems of practicum processes in undergraduate teacher education, suggestions for overcoming these challenges and implications for improving teacher education practices have been stated upon analyzing the literature.

Kaynakça

  • Altan, M. Z., Sağlamel, H., & Boylan, M. (2015). Student teaching from the perspectives of cooperating teachers and pupils. Cogent Education, 2(1), 1086291. doi:10.1080/2331186X.2015.1086291
  • Atay, D. (2007) Beginning teacher efficacy and the practicum in an EFL context. Teacher Development, 11(2), 203-219, doi: 10.1080/13664530701414720.
  • Aydın, Ö. & Ok, A. (2019): Mentoring practices in English language teaching practicum: Student teachers’ perspectives on cooperating teachers’ roles in the Turkish context, The Teacher Educator, DOI: 10.1080/08878730.2019.1701756
  • Aydoğan, İ. & Çilsal, Z. (2007). Yabancı dil öğretmenlerinin yetiştirilme süreci (Türkiye ve Diğer Ülkeler), Sosyal Bilimler Enstitüsü Dergisi, 22, 179-197.
  • Başyurt-Tüzel, A. E., & Akcan, S. (2009). Raising the language awareness of pre‐service English teachers in an EFL context. European Journal of Teacher Education, 32(3), 271–287. doi:10.1080/02619760802572659
  • Çakıroğlu, E. & Çakıroğlu, J. (2010). Reflections on teacher education in Turkey, European Journal of Teacher Education, 26(2), 253-264.
  • Celen, K., M. (2016). Program evaluation of an English language teacher education practicum: Insıghts from supervisors, student teachers, and graduates. Unpublished MA thesis. Boğaziçi University, Istanbul.
  • Celen, K. M., & Akcan, S. (2017). Evaluation of an ELT practicum program from the perspectives of supervisors, student teachers and graduates. Journal of Teacher Education and Educators, 6 (3), 251-274.
  • Çelik, M. (2008). Pre-Service EFL Teachers’ Reported Concerns and Stress for Practicum in Turkey. Education and Science, 33(150), 97–109.
  • Çepik, H., Çepik, E. (2015) Aday İngilizce öğretmenlerin bakiş açisindan Türkiye’de öğretmen eğitimi. International Journal of Language Academy 3(4), 33-42.
  • Ceylan, E., Uştuk, Ö., & Çomoğlu, İ. (2017). The ELT Practicum in Turkey: A Meta-synthesis of 2008-2017 Qualitative Research. The Literacy Trek, 3(2), 102–113.
  • Çınar, S. (2010). Yabancı dil öğretmeni adaylarının öğretmenlik uygulaması dersi kapsamında öğretme davranışlarının incelenmesi: Ampirik-Nitel bir araştırma. Unpublished MA Thesis. Çanakkale Onsekiz Mart Üniversitesi, Sosyal Bilimler Enstitüsü, Çanakkale.
  • Coşkun, A. (2013). Stress in English language teaching practicum: The views of all stakeholders. Hacettepe University Journal of Education, 28(3), 97-110.
  • Çubukçu, F. (2010). Congruence and dissonance between micro-teaching and macro-teaching. Procedia Social and Behavioral Sciences, 2(2), 326–329. doi:10.1016/j.sbspro.2010.03.019
  • Dalioğlu, S. T., & Adıgüzel, O. C. (2016). Teacher Candidates’ Self-Efficacy Beliefs and Possible Selves throughout the Teaching Practice Period in Turkey. Asia Pacific Education Review, 17(4), 651–661.
  • Evertson, C. M., & Weinstein, C. (2006). Classroom management as a field of inquiry. In C. M. Evertson, & C. Weinstein (Eds.), Handbook of Classroom Management: Research, practice, and contemporary issues (pp. 3-15). Mahwah, NJ: Lawrence Erlbaum Associates, Inc.
  • Fowler, J., & Şaraplı, O. (2010). Classroom management: What ELT students expect. Procedia Social and Behavioral Sciences, 3, 94-97. https://doi.org/10.1016/j.sbspro.2010.07.017
  • Gürbüz, N. (2006). Differing perceptions of pre-service English teachers’ strengths and weaknesses in the practicum: A case study in Turkey. ELTED 9. Retrieved from: http://www.elted.net/uploads/7/3/1/6/7316005/v9g%C3%BCrb%C3%BCz.pdf
  • Gürsoy, E. (2013). Improving practicum for a better teacher training. Procedia -Social and Behavioral Sciences, 93, 420–425. doi:10.1016/j.sbspro.2013.09.214
  • Hanushek, E. A. (2002). Teacher quality. In Li. T. Izumi, & W. M. Evers (Eds.), Teacher quality. Hoover Institution Press Publication No. 505.
  • Kasapoğlu, K. (2015). A Review of Studies on School Experience and Practice Teaching in Turkey. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi [Hacettepe University Journal of Education], 30(1), 147-162.
  • Keser, K. & Yavuz, F. (2018). Classroom management problems pre-service teachers encounter in ELT. Cypriot Journal of Educational Science, 13(4), 511–520.
  • Kırmızı, Ö & Tosuncuoğlu, İ. (2019). Becoming Reflective Practitioners: A Case Study of Four Beginning Pre-service EFL Teachers in Turkey. English Language Teaching, 12(4), 127-138. 10.5539/elt.v12n4p127.
  • Koç, E. M. (2012). Idiographic roles of cooperating teachers as mentors in pre-service distance teacher education. Teaching and Teacher Education, 28(6), 818–826. doi:10.1016/j.tate.2012.03.007
  • Korkmazgil, S. (2009). How Does Blogging Enhance Pre-Service English Language Teachers’ Reflectivity in Practicum? (Unpublished Master’s Thesis). Middle East Technical University, Ankara.
  • Köksal, D. Genç, G. (2019). Learning while teaching: Student teachers’ reflections on their teaching practicum. Journal of Language and Linguistic Studies, 15(3), 895-913. Doi: 10.17263/jlls.631531
  • Mahmoudi, F., & Özkan, Y. 2016. Practicum Stress and Coping Strategies of Pre-service English Language Teachers. Procedia-Social and Behavioral Sciences, 232, 494–501. doi: 10.1016/j.sbspro.2016.10.067
  • Merç, A. (2004). Reflections of pre-service EFL teachers throughout their practicum: What has been good? What has gone wrong? What has changed? Unpublished master‘s thesis, Anadolu University, Eskişehir, Turkey.
  • Merç, A. (2010). Self-reported problems of pre-service EFL teachers throughout their practicum. Anadolu University Journal of Social Sciences, 10(2), 199-226.
  • Merç, A. (2015). Assessing the Performance in EFL Teaching Practicum: Student Teachers’ Views. International Journal of Higher Education, 4(2), 44-56. http://dx.doi.org/10.5430/ijhe.v4n2p44
  • Millî Eğitim Bakanlığı Öğretmen Yetiştirme ve Geliştirme Genel Müdürlüğü (2018). Uygulama öğrencilerinin millî eğitim bakanlığına bağlı eğitim öğretim kurumlarında yapacakları öğretmenlik uygulamasına ilişkin yönerge. Tebliğler Dergisi, 2729. Retrieved from http://oygm.meb.gov.tr/www/uygulama-ogrencilerinin-mill-egitim-bakanligina-bagli-egitim-ogretim-kurumlarinda-yapacaklari-ogretmenlik-uygulamasina-iliskin-yonerge/icerik/668
  • Musset, P. (2010). Initial teacher education and continuing training policies in a comparative perspective: Current practices in OECD countries and a literature review on potential effects. OECD Education Working Papers, 48, OECD Publishing.
  • Mutlu, G. (2014). Challenges in Practicum: Pre-Service and Cooperating Teachers’ Voices. Journal of Education and Practice, 5(36), 1–7. Retrieved from http://www.iiste.org/Journals/index.php/JEP/article/view/17465
  • Özçelik, N. (2012). Yabancı dil öğretmen adaylarının okul deneyimi ve öğretmenlik uygulaması dersine ilişkin görüşleri. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, 32(2), 515-536.
  • Pekkanlı-Egel, I. (2009). The prospective English language teacher’s reflections of self efficacy. Procedia - Social and Behavioral Sciences, 1(1), 1561–1567. doi:10.1016/j.sbspro.2009.01.274
  • Rakıcıoğlu-Söylemez, A. (2012). Pre-service language teachers’ conceptions of teaching during the practice teaching course (Unpublished Doctoral Dissertation). Middle East Technical University, Ankara.
  • Rakıcıoğlu-Söylemez, A., & Eröz-Tuğa, B. (2014). Mentoring expectations and experiences of prospective and cooperating teachers during practice teaching. Australian Journal of Teacher Education, 39, 146–168
  • Sağ, R. (2007). Okul uygulama çalışmaları birimi neden kurulmalıdır? Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi,8(14), 128-136.
  • Sağlam, G. (2007). Perceived roles, responsibilities and challenges of CT’s in the procedure of teaching practice course in practicum. (Unpublished Doctoral Dissertation). Middle East Technical University, Ankara, Turkey.
  • Sarıçoban, A. (2009). Pre-service ELT teachers’ concerns about student teaching through classroom observations. Procedia - Social and Behavioral Sciences, 1(1), 703–707. doi:10.1016/j.sbspro.2009.01.123
  • Sarıçoban, A. (2010). Problems encountered by student-teachers during their practicum studies. Procedia-Social and Behavioral Sciences, 2, 707-711.
  • Seferoğlu, G. (2006). Teacher candidates’ reflections on some components of a pre‐service English teacher education programme in Turkey. Journal of Education for Teaching: International Research and Pedagogy, 32(January 2014), 369–378. doi:10.1080/02607470600981953
  • Selçuk, M. & Genç-Yöntem, E. (2019). Beyond Practicum: Interplay between Prospective EFL Teachers’ Conceptualizations of Field Experience and Teaching Career. Advances in Language and Literary Studies, 10(1), 154-162.
  • Seymen, S. (2012). Beliefs and expectations of student teachers' about their self and role as teacher during teaching practice course. Procedia - Social and Behavioral Sciences 46, 1042 – 1046.
  • Taş, M. & Karabay A. (2016). Developing teaching skills through the school practicum in Turkey: A metasynthesis study, Journal of Education and Training Studies, 4(11), 87-99.
  • Tercanlıoğlu, L. (2004). Perceptions on school-based English teacher education: a qualitative study, The Qualitative Report, 9(4), 673-705.
  • Tüfekçi-Can, D. & Baştürk, M. (2018). Qualitative research: The pre-service EFL teachers’ opinions on teaching practicium. Trakya University Journal of Social Science, 20(1), 187-212.
  • Tülüce, H. S., & Çeçen, S. (2016) Scrutinizing practicum for a more powerful teacher education: A longitudinal study with pre-service teachers. Educational Sciences: Theory & Practice, 16, 127–151.
  • Tüm, D. O. (2014). Foreign Language Anxiety’s Forgotten Study: The Case of the Anxious Preservice Teacher. TESOL Quarterly, 49(4), 627–658. doi:10.1002/tesq.190 Väisänen, S., Pietarinen, J., Pyhältö, K., Toom, A., & Soini, T. (2018) Student teachers’ proactive strategies for avoiding study-related burnout during teacher education, European Journal of Teacher Education, 41(3), 301-317, doi:10.1080/02619768.2018.1448777
  • Yangın-Ekşi, G. (2013). E-Dialogue Journal: Student Teachers’ Perspectives on Their School Experience. Procedia - Social and Behavioral Sciences, 70, 1810–1819. doi:10.1016/j.sbspro.2013.01.257
  • Yangın-Ekşi, G., Yılmaz-Yakışık, B. (2016). To be anxious or not: Student teachers in the practicum. Universal Journal of Educational Research, 4(6), 1332-1339.
  • Yangın-Ersanlı, C. (2015). A comparative analysis of practicum in English language teacher education: Turkey, Turkmenistan, Kyrgyzstan and Azerbaijan cases. The Anthropologist, 21(3), 461-473.
  • Yavuz, A. (2007). Understanding student teachers’ effectiveness through journals at an English language teaching department: A Turkish university case. Mediterranean Journal of Educational Studies, 12(2), 19-43.
  • Yavuz, A. (2011). The problematic context of mentoring: evidence from an English language teaching department at a Turkish university. European Journal of Teacher Education, 34(1), 43–59. doi:10.1080/02619768.2010.516431
  • Yıldız, M., Geçikli, M., & Yeşilyurt, S. (2016). Turkish prospective English teachers’ reflections on teaching practice. Universal Journal of Educational Research, 4(4), 696-703.
  • YÖK [The Council of Higher Education]. (1998). Eğitim Fakültesi Öğretmen Yetiştirme: Lisans Programları. [The undergraduate teacher training programs of the Education Faculties]. Ankara: YÖK.
  • YÖK [The Council of Higher Education]. (2007). Öğretmen yetiştirme el kitabı. [Manual for teacher training]. Ankara: YÖK.
  • YÖK [The Council of Higher Education]. (2018). Öğretmen Yetiştirme Lisans Programları.[Undergraduate Programs for Teacher Training]. Retrieved from http://www.yok.gov.tr/documents/10279/41805112/AA_Sunus_+Onsoz_Uygulama_Yonergesi.pdf
  • Yördem, A., & Akyol, B. (2014). Problems of mentoring practices encountered by the prospective ELT teachers: Perceptions of faculty tutors. European Journal of Research on Education, 2014(6), 142–146.
Toplam 59 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Makaleler
Yazarlar

Banu Çiçek Başaran Uysal 0000-0002-4978-0891

Perihan Savas 0000-0001-9839-3081

Yayımlanma Tarihi 31 Ağustos 2021
Yayımlandığı Sayı Yıl 2021 Cilt: 22 Sayı: 2

Kaynak Göster

APA Başaran Uysal, B. Ç., & Savas, P. (2021). Overview of the challenges of Practicum Practices in English Language Teaching in Turkey: A Meta Synthesis Study on Literature between 2004 and 2019. İnönü Üniversitesi Eğitim Fakültesi Dergisi, 22(2), 1669-1712. https://doi.org/10.17679/inuefd.886731
AMA Başaran Uysal BÇ, Savas P. Overview of the challenges of Practicum Practices in English Language Teaching in Turkey: A Meta Synthesis Study on Literature between 2004 and 2019. INUEFD. Ağustos 2021;22(2):1669-1712. doi:10.17679/inuefd.886731
Chicago Başaran Uysal, Banu Çiçek, ve Perihan Savas. “Overview of the Challenges of Practicum Practices in English Language Teaching in Turkey: A Meta Synthesis Study on Literature Between 2004 and 2019”. İnönü Üniversitesi Eğitim Fakültesi Dergisi 22, sy. 2 (Ağustos 2021): 1669-1712. https://doi.org/10.17679/inuefd.886731.
EndNote Başaran Uysal BÇ, Savas P (01 Ağustos 2021) Overview of the challenges of Practicum Practices in English Language Teaching in Turkey: A Meta Synthesis Study on Literature between 2004 and 2019. İnönü Üniversitesi Eğitim Fakültesi Dergisi 22 2 1669–1712.
IEEE B. Ç. Başaran Uysal ve P. Savas, “Overview of the challenges of Practicum Practices in English Language Teaching in Turkey: A Meta Synthesis Study on Literature between 2004 and 2019”, INUEFD, c. 22, sy. 2, ss. 1669–1712, 2021, doi: 10.17679/inuefd.886731.
ISNAD Başaran Uysal, Banu Çiçek - Savas, Perihan. “Overview of the Challenges of Practicum Practices in English Language Teaching in Turkey: A Meta Synthesis Study on Literature Between 2004 and 2019”. İnönü Üniversitesi Eğitim Fakültesi Dergisi 22/2 (Ağustos 2021), 1669-1712. https://doi.org/10.17679/inuefd.886731.
JAMA Başaran Uysal BÇ, Savas P. Overview of the challenges of Practicum Practices in English Language Teaching in Turkey: A Meta Synthesis Study on Literature between 2004 and 2019. INUEFD. 2021;22:1669–1712.
MLA Başaran Uysal, Banu Çiçek ve Perihan Savas. “Overview of the Challenges of Practicum Practices in English Language Teaching in Turkey: A Meta Synthesis Study on Literature Between 2004 and 2019”. İnönü Üniversitesi Eğitim Fakültesi Dergisi, c. 22, sy. 2, 2021, ss. 1669-12, doi:10.17679/inuefd.886731.
Vancouver Başaran Uysal BÇ, Savas P. Overview of the challenges of Practicum Practices in English Language Teaching in Turkey: A Meta Synthesis Study on Literature between 2004 and 2019. INUEFD. 2021;22(2):1669-712.

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