The ELT Practicum in Turkey: A Meta-synthesis of 2008-2017 Qualitative Research

Abstract

Practicum is a potential opportunity which acquaints pre-service English language teachers with the real world of teaching in a way that textbooks cannot capture. That is why it is of importance to provide better understanding into practicum, and attempt to improve its quality. This study reports the results of a meta-synthesis of qualitative studies on the ELT practicum published in academic journals for the period 2008-2017. A comprehensive search of five electronic databases (university library, Academic Search Complete, Academic Social Sciences Index (ASOS), Education Resources Information Center (ERIC) and ULAKBIM Turkish National Databases) was done to identify qualitative studies investigating the practicum experiences of pre-service English language teachers in Turkey and 13 studies were included. Thematic analysis was used to identify, analyse and report overarching themes within data. Implications for English language teacher education in Turkey are addressed. 

Keywords

• Pre-service English language teachers,practicum

References

1. Akcan, S. (2010). Watching teacher candidates watch themselves: Reflections on a practicum program in Turkey. Profile Issues in Teachers Professional Development, 12(1), 33-45.
2. Akcan, S., & Tatar, S. (2010). An investigation of the nature of feedback given to pre‐service English teachers during their practice teaching experience. Teacher Development, 14(2), 153-172.
3. Atay, D. (2007). Beginning teacher efficacy and the practicum in an EFL context. Teacher Development, 11(2), 203-219.
4. Borg, S., & Sanchez, H. S. (2015). Key issues in doing and supporting language teacher research. In S. Borg & H. S. Sanchez (Eds.), International Perspectives on Teacher Research (pp. 1-14). Palgrave Macmillan.
5. 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.
6. Bilgin, S. S. (2016). Code switching in English language teaching (ELT) teaching practice in Turkey: Student teacher practices, beliefs and identity. Educational Research and Reviews, 11(8), 686.
7. Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative research in psychology, 3(2), 77-101.
8. Coşkun, A. (2013). Stress in English language teaching practicum: the views of all stakeholders. Hacettepe University Journal of Education, 28(3), 97-110.

9. Demirbulak, D. (2012). Fostering propensities for reflective practice at undergraduate methodology and practicum courses. Eurasian Journal of Educational Research, 48, 39-58.
10. Ekşi, G. Y., & Yakışık, B. Y. (2016). To be anxious or not: Student teachers in the practicum. Universal Journal of Educational Research, 4(6), 1332-1339.
11. Eröz-Tuğa, B. (2012). Reflective feedback sessions using video recordings. ELT journal, 67(2), 175-183.
12. Hawker, S., Payne, S., Kerr, C., Hardey, M., & Powell, J. (2002). Appraising the evidence: Reviewing disparate data systematically. Qualitative health research, 12(9), 1284-1299.
13. Koç, E. M. (2016). A critical look at a blended English language teacher education program with an emphasis on the practicum. The International Review of Research in Open and Distributed Learning, 17(4), 66-81.
14. Merc, A. (2010). Self-reported problems of pre-service EFL teachers throughout teaching practicum. Anadolu University Journal of Social Sciences. 10(2), 199-226.
15. 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.
16. Nye, E., Melendez‐Torres, G. J., & Bonell, C. (2016). Origins, methods and advances in qualitative meta‐synthesis. Review of Education, 4(1), 57-79.
17. Qazi, W., Rawat, K. J., & Thomas, M. (2012). The role of practicum in enhancing student teachers’ teaching skills. American Journal of Scientific Research, 44, 44-57.
18. Tavil, Z. M., & Güngör, M. N. (2017). A sociocultural perspective on the development of Turkish pre-service teachers’ competences and qualifications. Pedagogy, Culture & Society, 25(2), 263-277.
19. Tülüce, H. S. (2016). Using the case story method in a teacher education practicum: Affordances and constraints. Educational Sciences: Theory and Practice, 16(4), 1275-1295.
20. Tülüce, S. (2016). Scrutinizing practicum for a more powerful teacher education: A longitudinal study with pre-Service teachers. Educational Sciences: Theory and Practice, 16(1), 127-151.