Pre-service teachers’ perceptions of practicum through reciprocal peer mentoring and traditional mentoring

Yıl 2019, , 953 - 971, 01.10.2019

Seyit Ahmet Çapan Hasan Bedir

https://doi.org/10.17263/jlls.631539

Öz

Please fill up the following information accurately. (Please use Times New Roman, 12 pt.
Pre-service teachers’ perceptions of practicum through reciprocal peer mentoring and traditional mentoring
Practicum in pre-service teacher education offers ample opportunities for developing a practical conception of teaching and learning. Yet it may also promote further worry for pre-service teachers if not sufficiently resourced and carefully structured. The present study intended to delve into pre-service teachers’ perceptions of practicum undertaken through reciprocal peer mentoring and traditional mentoring trajectories. Designed as a quasi-experimental study, this longitudinal study collected mainly qualitative data through reflective journals, individual interviews and audio-records of peer conferences. The present study revealed a dire need for restructuring the traditional mentoring model currently used in pre-service teacher education programs. The study also unraveled that integration of reciprocal peer mentoring with systematic opportunities for peer conference and peer observation might be a viable suggestion to resolve the perceived shortcomings in practicum. Moreover, the study proposed that apart from an earlier onset of teaching practices, periodic rotations in teaching practices and mentor-mentee pairings might help to maximize contributions of engagement in practicum experiences.
Information about Author(s)*
Author 1
Author (Last name, First name)	Çapan, Seyit Ahmet
Affiliated institution (University)
Country
Email address	[e-mail]
Department & Rank
Corresponding author (Yes/No) Write only one corresponding author.
Author 2
Author (Last name, First name)	Bedir, Hasan
Affiliated institution (University)
Country
Email address	[e-mail]
Department & Rank
Corresponding author (Yes/No)
Author 3
Author (Last name, First name)
Affiliated institution (University)
Country
Email address
Department & Rank
Corresponding author (Yes/No)
Author 4
Author (Last name, First name)
Affiliated institution (University)
Country
Email address
Department & Rank
Corresponding author (Yes/No)

Anahtar Kelimeler

Practicum; mentoring; traditional; peer; reciprocal

Kaynakça

• Anderson, N. A., Barksdale, M. A. & Hite, C. E. (2005). Preservice teachers’ observations of cooperating teachers and peers while participating in an early field experience. Teacher Education Quarterly, 32(4), 97-117.
• Association for Supervision and Curriculum Development. (1999). Mentoring to improve schools. Alexandria, VA: ASDC.
• Beck, C. & Kosnick, C. (2000). Associate teachers in pre-service education: Clarifying and enhancing their role. Journal of Education for Teaching: International Research and Pedagogy, 26(3), 207-224.
• Boreen, J., Johnson, M. K., Niday, D. & Potts, J. (2009). Mentoring beginning teachers: Guiding, Reflecting, Coaching. Portland: Stenhouse Publishers. Borko, H. & Mayfield, V. (1995). The roles of the cooperating teacher and university supervisor in learning to teach. Teaching and Teacher Education, 11(5), 501-518.
• Britton, L. R. & Anderson, K. A. (2010). Peer coaching and pre-service teachers: Examining an underutilised concept. Teaching and Teacher Education, 26, 306-314.
• Campbell-Evans, G. & Maloney, C. (1997). An alternative practicum curriculum: Exploring roles and relationships. Asia-Pacific Journal of Teacher Education, 25(1), 35-52.
• Creswell, J. W. (2012). Educational research: Planning, conducting and evaluating quantitative and qualitative research (4th ed.). Boston: Pearson.
• Darling-Hammond, L. (2006). Constructing 21st-century teacher education. Journal of Teacher Education, 57(3), 300-314.
• Dreyer, J. (1998). The use of mentors (experienced teachers) as school-based experts to assist student and beginning teachers. South African Journal of Education, 18, 109-112.
• Forbes, C. T. (2004). Peer mentoring in the development of beginning secondary science teachers: Three case studies. Mentoring and Tutoring: Partnership in Learning, 12(2), 219-239.
• Foster, R. (1999). School-based initial teacher training in England and France: Trainee teachers’ perspectives compared. Mentoring and Tutoring: Partnership in Learning, 7(2), 131-143.
• Goh, P. S. & Matthews, B. (2011). Listening to the concerns of students teachers in Malaysia during teaching practice. Australian Journal of Teacher Education, 36(3), 92-102.
• Goodwyn, A. (1997). Developing English teachers: The role of mentorship in a reflective profession. Buckingham: Open University Press.
• Haigh, M., Pinder, H. & McDonald, L. (2006). Practicum’s contribution to students’ learning to teach. Paper presented at the British Educational Research Association Annual Conference, Coventry, UK. Retrieved from http://www.leeds.ac.uk/educol/documents/160597.htm on 08.05.2017.
• Hardy, C. A. (1999). Perceptions of physical education beginning teachers’ first year of teaching: Are we doing enough to prevent early attrition?. Teacher Development, 3(1), 109-127.
• Harry, B., Sturges, K. M. & Klingner, J. K. (2005). Mapping the process: An exemplar of process and challenge in grounded theory analysis. Educational Researcher, 34(2), 3-13.
• Hasbrouck, J. E. (1997). Mediated peer coaching for training preservice teachers. The Journal of Special Education, 31(2), 251-271.
• Henning, J. M., Weidner, T. G. & Jones, J. (2006). Peer-assisted learning in athletic training clinical setting. Athletic Training Education Journal, 41(1), 10-108.
• Hooker, T. (2014). The benefits of peer coaching as a support system for early childhood education students. International Journal of Evidence Based Coaching and Mentoring, 12(1), 109-122.
• Hornberger, B., Askvig, B. & Arrayan, K. (2002). Follow-up of online instruction: Effectiveness of peer coaching seminar course. Prism project technical report. (Report No. PRISM-3). North Dakota Center for Persons with Disabilities, Minot. (ERIC Document Reproduction Service No. 475859).
• Hudson, P. & Nguyen, T. M. H. (2008). What do preservice EFL teachers expect from their mentors?. In Proceedings of AARE Conference: Changing Climates: Education for Sustainable Futures. Retrieved from http://www.aare.edu.au/data/publications/2008/hud08144.pdf on 09.05.2017. Joyce, B. & Showers, B. (1980). Improving inservice training: The messages of research. Educational Leadership, 37(5), 379-385.
• Jenkins, J. M., Garn, A. & Jenkins, P. (2005). Preservice teacher observations in peer coaching. Journal of Teaching in Physical Education, 24, 2-23.
• Jenkins, J. M. & Veal, M. L. (2002). Preservice teachers’ PCK development during peer coaching. Journal do Teaching in Physical Education, 22, 49-68.
• Joyce, B. R. & Showers, B. (1995). Student achievement through staff development: Fundamentals of school renewal (2nd ed.). White Plains, NY: Longman.
• Kurtts, S. A. & Levin, B. B. (2000). Using peer coaching with preservice teachers to develop reflective practice and collegial support. Teaching Education, 11(3), 297-310.
• Kuru-Gönen, S. I. (2013). A study on reflective reciprocal peer coaching: An application in pre-service English language teaching context. Unpublished doctoral dissertation: Anadolu University, Eskişehir.
• Le Cornu, R. (2005). Peer mentoring: Engaging pre-service teachers in mentoring one another. Mentoring & Tutoring: Partnership in Learning, 13(3), 355-366.
• Le Cornu, R. (2008). The changing role of the ‘student teacher’ in professional experience. Paper presented at the Australian Association for Research in Education Conference, Brisbane.
• Levine, M. (2002). Why invest in professional development schools?. Educational Leadership, 6, 65-68.
• Lu, H. L. (2010). Research on peer coaching in preservice teacher education: A review of literature. Teaching and Teacher Education, 26, 748-753.
• McCarthy, S. & Youens, B. (2005). Strategies used by science student teachers for subject knowledge development: A focus on peer support. Research in Science and Technological Education, 23(2), 149-162.
• McDonald, F. J. & Elias, P. (1983). The transition into teaching: The problems of beginning teachers and programs to solve them. Retrieved from http://files.eric.ed.gov/fulltext/ED257777.pdf on 07.28.2016.
• McNamara, D. (1995). The influence of student teachers’ tutors and mentors upon their classroom practice: An exploratory study. Teaching and Teacher Education, 11(1), 51-61.
• Miles, M. B. & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook (2nd ed.). Thousand Oaks, CA: Sage Publications.
• Neubert, G. A. & Stover, L. T. (1994). Peer Coaching in Teacher Education (Fastback 371). Bloomington: Phi Delta Kappa Educational Foundation. ERIC Doc No: ED 378140. Retrieved from http://files.eric.ed.gov/fulltext/ED378140.pdf on 05.04.2017.
• Nguyen, H. T. M. (2013). Peer mentoring: A way forward for supporting preservice EFL teachers psychosocially during the practicum. Australian Journal of Teacher Education, 38(7), 31-44.
• Örsdemir-Panpallı, E. (2016). Becoming a mentor: An action research on enhancing an EFL teacher’s mentoring skills in Turkey. Unpublished doctoral dissertation: Çukurova University, Adana.
• Richards, J. C. & Ho, B. (1998). Reflective thinking through journal writing. In J. C. Richards (Ed.), Beyond Training (pp. 153-170). Cambridge: Cambridge University Press.
• Saldana, J. (2009). The coding manual for qualitative researchers. Thousand Oaks, CA: Sage Publications.
• Smith, K. & Lev-Ari, L. (2005). The place of the practicum in pre-service teacher education: The voice of the students. Asia-Pacific Journal of Teacher Education, 33(3), 289-302.
• Ulvik, M. & Smith, K. (2011). What characterises a good practicum in teacher education?. Education Inquiry, 2(3), 517-536.
• Vidmar, D. J. (2006). Reflective peer coaching: Crafting collaborative self-assessment in teaching. Research Strategies, 20, 135-148.
• Wynn, M. & Kromrey, J. (2000). Paired peer placement with peer coaching to enhance prospective teachers’ professional growth in early field experience. Action in Teacher Education, 22(2A), 73-83.
• Zeichner, K. (2010). Rethinking the connections between campus courses and field experiences in college- and university-based teacher education. Journal of Teacher Education, 61(1-2), 89-99.
• Zwart, R. C., Wubbels, T., Bergen, T., & Bolhuis, S. (2009). Which characteristics of a reciprocal peer coaching context affect teacher learning as perceived by teachers and their students?. Journal of Teacher Education,60(3), 243-257.
• Zwart, R.C., Wubbels, T., Bulhois, S. & Bergen, T. (2008). Teacher learning through reciprocal peer coaching: An analysis of activity sequences. Teaching and Teacher Education, 24, 982-1002.