A qualitative study on the perceptions of preservice EFL teachers and practicum advisors on preparedness

Yıl 2024, Cilt: 14 Sayı: 2, 741 - 755, 25.06.2024

İbrahim Kaya Gonca Subaşı

https://doi.org/10.30783/nevsosbilen.1438350

Öz

The current research is a qualitative study carried out using an explanatory research design. The purpose of this study is to examine pre-service EFL teachers' levels of perceived preparation and the notion of "preparedness to teach." Practicum Advisors (PA) and pre-service EFL teachers (PT), both groups being members of the same Department, participated in semi-structured interview sessions to gather data. The online semi-structured interviews involved eight practicum advisors and a total of eighteen PTs. A semi-structured interview analysis focusing on the definition of "preparedness to teach" identifies several essential elements, including dispositions/personal traits, pedagogical knowledge/skills, prior preparation, and interpersonal abilities. Education policy, teacher education programs, practicum/internship, and individual characteristics are found to have an impact on pre-service teachers' perceived preparation.

Anahtar Kelimeler

Preparedness, Perception, Preservice EFL teachers, Practicum advisors

Hizmet öncesi İngilizce öğretmenleri ve staj danışmanlarının hazırbulunuşluk algıları üzerine nitel bir çalışma

Öz

Mevcut araştırma, açıklayıcı araştırma tasarımı kullanılarak yürütülen nitel bir çalışmadır. Bu çalışmanın amacı, İngilizce öğretmen adaylarının algılanan hazırlık düzeylerini ve "öğretmeye hazırlık" kavramını incelemektir. Araştırma her iki grup da aynı bölümün üyesi olan staj danışmanları ve hizmet öncesi yabancı dil öğretmenleri ile yarı yapılandırılmış görüşme oturumları şeklinde gerçekleştirilmiştir. Çevrimiçi yarı yapılandırılmış görüşmelerde sekiz staj danışmanı ve toplam on sekiz hizmet öncesi yabancı dil öğretmeni yer almıştır. "Öğretmeye hazır olma" tanımına odaklanan yarı yapılandırılmış bir görüşme analizi, eğilimler/kişisel özellikler, pedagojik bilgi/beceriler, ön hazırlık ve kişilerarası yetenekler dahil olmak üzere birçok temel unsuru açıklamaktadır. Buna ek olarak eğitim politikası, öğretmen yetiştirme programları, uygulama/staj ve bireysel özelliklerin öğretmen adaylarının hazır bulunuşluk algılarının üzerinde etkisi olduğu saptanan diğer unsurlardır.

Anahtar Kelimeler

Hazır bulunuşluk, Algı, İngilizce öğretmen adayları, Staj danışmanları

Kaynakça

• Angraeni, A., & Yusuf, F. N. (2022) Psychologically ready? Cases of EFL elementary school teachers’ readiness to teach English in Indonesia. Mimbar Sekolah Dasar, 9(2), 352-366.
• Arslan, F. Y., & Ilin, G. (2013). Effects of peer coaching for the classroom management skills of teachers. Journal of Theory & Practice in Education (JTPE), 9(1).
• Başaran, İ. E. (1998). Eğitim psikolojisi. Ankara: Aydan Web Tesisleri.
• Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101.
• Çalışkan, E. (2017). A Study on e-readiness of teachers in language classrooms. Unpublished Master’s Thesis. Antalya: Akdeniz University, Graduate School of Educational Sciences.
• Casey, M. (2011). Perceived efficacy and preparedness of beginning teachers to differentiate instruction. Unpublished Doctoral Dissertation. Providence, Rhode Island: Johnson and Wales University. Graduate School of Education.
• Çelik, H. (2017). Senior pre-service English language teachers’ perceptions of preparedness to teach: Sources and changes. Unpublished Doctoral Dissertation. Çanakkale: Onsekiz Mart University, Graduate School of Educational Sciences.
• Faez, F., & Valeo, A. (2012). TESOL teacher education: Novice teachers' perceptions of their preparedness and efficacy in the classroom. Tesol Quarterly, 46(3), 450-471. 10.1002/tesq.3.
• Güngör, M. N. (2016). Turkish pre-service teachers' reflective practices in teaching English to young learners. Australian Journal of Teacher Education (Online), 41(2), 137-151.
• Hattie, J. (2012). Visible learning for teachers: Maximizing impact on learning. Londra: Routledge.
• Housego, B. E. (1990). Student teachers' feelings of preparedness to teach. Canadian Journal of Education/Revue Canadienne de l'education, 15(1)37-56. https/doi.org/10.2307/1495416.
• Karaca, N. (2019). A Study on preservice teachers’ perceived preparedness levels regarding instructional planning and creating learning environments. Unpublished Doctoral Dissertation. Ankara: Middle East Technical University, Graduate School of Social Science.
• Kılıç, M. (2020). Agile or Fragile: Are You Ready to Teach English? EFL Pre-service Teachers’ Preparedness for Teaching, International Online Journal of Educational Sciences, 12(2), 84-100.
• Klassen, R., & Tze, V. M. C. (2014). Teachers' self-efficacy, personality, and teaching effectiveness: A meta-analysis. Educational Research Review, 12(1), 59-76. https:/doi.org/10.1016/j.edurev.2014.06.001
• Korkmaz, H. (2022). Teacher readiness of pre-service English language teachers before and after the practicum. Unpublished Doctoral Dissertation. Eskişehir: Anadolu University, Graduate School of Educational Science.
• Kraut, N. J. (2013). What it means to feel prepared to teach: A mixed methods investigation into preservice English language arts teachers' perceptions of preparedness. Unpublished Doctoral Dissertation. Raleigh: North Carolina State University, Graduate School of Education.
• Mangin, Melinda M. & Stoelinga, Sara Ray (2010) The Future of Instructional Teacher Leader Roles, The Educational Forum, 74(1), 49-62. https:/doi.org/10.1080/00131720903389208
• Mehmetlioğlu, D. & Haser, Ç. (2013). İlköğretim matematik öğretmen adaylarının mesleğe hazır bulunuşlukları. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 34(2), 91-102. doi: 10.9779/PUJE531
• Mercado Jr, R. (2018). Teaching Preparedness and Outcomes of the Teacher Education Programs to the Graduates. Available at SSRN 3418224.
• Mutisya, S.M. (2015). Primary teacher trainees’ preparedness to teach science: A gender perspective. Journal of Education and Practice, 6(3), 126-135.
• Naguiat, J. (2006). Level of preparedness and performance of student teachers in selected state Universities and colleges in Region III. Unpublished Doctoral Dissertation. Malolos City: Bulacan State University.
• Onchwari, J. (2010). Early childhood in-service and preservice teachers’ perceived levels of preparedness to handle stress in their students. Early Childhood Education Journal, 37(5), 391-400.
• Rimm-Kaufman, S. E., & Hamre, B. K. (2010). The role of psychological and developmental science in efforts to improve teacher quality. Teach. Coll. Rec. 112(1), 2988–3023. https:/doi.org/10.1177/016146811011201204.
• Seferoğlu, G. (2006). Teacher candidates' reflections on some components of a pre‐service English teacher education programme in Turkey. Journal of Education for Teaching, 32(4), 369-378. https://doi.org/10.1080/02607470600981953
• Seweje, R. O. (2000). The challenge of science teaching in Nigeria today. Journal of Educational Foundations, 1(1), 208-220.
• Scholz, A. (2014). Investigating the perception of EFL teachers in Thailand: To what extent do they feel prepared to teach? Unpublished Doctoral Dissertation. Fargo: North Dakota State University of Agriculture and Applied Sciences, Graduate School of Educational Sciences.
• Siwatu, K. O. (2011). Preservice teachers’ sense of preparedness and self-efficacy to teach in America’s urban and suburban schools: Does context matter? Teaching and Teacher Education, 27(2), 357-365.
• Strakova, Z. (2015). The perception of readiness for the teaching profession: a case of preservice trainees. Journal of Language Cultural Education. 3(1), 32-42.
• Thompson, C. J. M. (2011). Beginning teachers' perceptions of preparedness: A teacher education program's transferability and impact on the secondary English/language arts classroom. Unpublished Doctoral Dissertation: Atlanta: Georgia State University, Graduate School of Educational Sciences.
• Turgut, R., Sahin, E. A., and Huerta, M. (2016). Changes in preservice teachers' perceptions of preparedness to teach English language learners (ELLS) in mainstream classrooms. Journal of Ethnographic & Qualitative Research, 10(4). 291-305.
• Tutyandari, C. (2020). Exploring Pre-Service Teachers’ Perceptions of Preparedness for Teaching in Indonesia. Unpublished Doctoral Dissertation. Melbourne: University of Melbourne, Graduate School of Education.
• Uzundurdu, G. (2022). Technological readiness of pre-service English language teachers. Unpublished Doctoral Dissertation. Antalya: Akdeniz University, Graduate School of Educational Sciences.
• Zientek, L. R. (2007). Preparing high-quality teachers: Views from the classroom. American Educational Research Journal, 44(4), 959-1001.
• Wong, C. Y., Indiatsi, J., and Wong, G. K. (2016). ESL teacher candidates' perceptions of strengths and inadequacies of instructing culturally and linguistically diverse students: Post clinical experience. Journal of Cultural Diversity, 23(2). 57-64.