Arab World English Journal (AWEJ) Volume 13. Number2.  June 2022                                                Pp. 73 -90
DOI: https://dx.doi.org/10.24093/awej/vol13no2.6

Full Paper PDF

 

Examination of the Pre-service Teachers’ Experiences and Perceptions on
Teaching Practices: English Language Teaching Case
 

Veysel KARSLİ
Department of English Language Teaching
Ataturk University, Erzurum, Turkey
Corresponding Author: veysel.karsli@atauni.edu.tr

Oktay YAĞIZ
Department of English Language Teaching
Ataturk University, Erzurum, Turkey

 

 Received:  3/7/2022                         Accepted:4/19/2022                     Published: 6/24/2022

 

Abstract:
This study aims to evaluate the pre-service teachers’ experiences and perceptions on teaching practices provided within an internship program carried out at a major state university in Turkey in a holistic way from various aspects. The participants of the study were 65 pre-service teachers studying in the English Language Teaching department at a state university in Turkey.  For this purpose, in the study, an explanatory mixed-methods research design was used. A Likert scale questionnaire was conducted with the pre-service teachers to collect quantitative data. Then a semi-structured interview was conducted with eight pre-service teachers to support the quantitative data with qualitative data. The results show that the teaching practice offered within the scope of the internship program is effective as it responds to the needs of pre-service teachers in terms of professional development and mentoring support regarding their teaching professional skills. However, the findings also show that according to the pre-service teachers, there are some issues such as the length of the teaching practice, the inadequacy of mentorship support, organizational problems, and the limited freedom given during teaching practice need to be considered. Finally, the study concludes by presenting some recommendations in line with the results to improve the quality of the teaching practice provided to pre-service teachers in Turkey.
Keywords: English language teaching, internship program, mentorship, pre-service teachers, pre-service teacher
education, teacher education, teaching practice

Cite as: KARSLİ, V., & YAĞIZ, O. (2022). Examination of the Pre-service Teachers’ Experiences and Perceptions on Teaching Practices: English Language Teaching Case. Arab World English Journal, 13 (2) 73 -90.
DOI: https://dx.doi.org/10.24093/awej/vol13no2.6

References

Akcan, S., & Tatar, S. (2010). An investigation of the nature of feedback given to pre‐service English teachers during their practice teaching experience. Teacher Development14(2), 153-172.  https://doi.org/10.1080/13664530.2010.494495 

Alabi, A. O. (2017). Mentoring new teachers and introducing them to administrative skills. Journal of Public Administration and Governance. 7(3), 2161-7104.

Alamri, H. R. H. (2018). Challenges in Practicum: Views and Perceptions of EFL Pre-service Teachers towards Field Experience Skills in Real Classrooms. Arab World English Journal, 9 (1). https://dx.doi.org/10.24093/awej/vol9no1.11

Ambrosetti, A. & Dekkers, J. (2010). The interconnectedness of the roles of mentors and mentees in pre-service teacher education mentoring relationships. Australian Journal of Teacher Education, 35(6), 42-55. https://doi.org/10.3316/ielapa.862492789739766

Ariza-Quiñones, K. J., Hernández-Polo, L. D., Lesmes-Lesmes, K. J., & Molina-Ramírez, E. L. (2022). Preservice EFL Teachers’ Experiences in Their First Teaching Practicum: A Collaborative Autoethnography. Profile: Issues in Teachers’ Professional Development24(1), 193-207. https://doi.org/10.15446/profile.v24n1.91259

Azar, A. (2011). Türkiye’deki Öğretmen Eğitimi Üzerine Bir Söylem: Nitelik mi, Nicelik mi?[ Quality or Quantity: A Statement for  Teacher  Training in  Turkey]. Journal of Higher Education and Science, 1 (1), 36-38. https://doi.org/10.5961/jhes.2011.004

Babanoğlu, M. P. (2021). Online ELT Practicum: Views of Student Teachers, Cooperating Teachers and Faculty Supervisors. Education Quarterly Reviews, 4(4), 455-471. https://doi.org/10.31014/aior.1993.04.04.407 

Batool, Z., Ellahi, N., & Masood, A. (2012). National internship programme and its evaluation: A case study of Punjab region. Academic Research International, 2(2), 562-570.

Çelik, M. (2008). Pre-Service EFL teachers’ reported concerns and stress for practicum in Turkey. Education and Science, 33(150), 97-109.

Caires, S., & Almeida, L. S. (2001). Inventário de Vivências e Percepções de Estágio (IVPE): Versão adaptada às Licenciaturas em Ensino. In Actas do VI congresso Galaico-Português de psicopedagogia, 2, 999-1014.

Caires, S., & Almeida, L. S. (2005). Teaching practice in Initial Teacher Education: its impact on student teachers’ professional skills and development. Journal of Education for Teaching31(2), 111-120. https://doi.org/10.1080/02607470500127236 

Dowden, T., Pittaway, S., Yost, H., & McCarthy, R. (2013). Students’ perceptions of written feedback in teacher education: Ideally feedback is a continuing two-way communication that encourages progress. Assessment & Evaluation in Higher Education38(3), 349-362. https://doi.org/10.1080/02602938.2011.632676

Ewart, G., & Straw, S. B. (2005). A Seven-Month Practicum: Collaborating Teachers’ Response. Canadian Journal of Education / Revue Canadienne de l’éducation, 28(1/2), 185-202. https://doi.org/10.2307/1602160

Goldhaber, D. (2007). Everyone’s doing it, but what does teacher testing tell us about teacher effectiveness? Journal of Human Resources, 42(4), 765-794.

https://doi.org/10.3368/jhr.XLII.4.765

Flores, M. A., & Day, C. (2006). Contexts which shape and reshape new teachers’ identities: A multi-perspective study. Teaching and teacher education22(2), 219-232. https://doi.org/10.1016/j.tate.2005.09.002

Garza, R., Reynosa, R. J., Werner, P. H., Duchaine, E. L., & Harter, R. A. (2019). Developing a mentoring framework through the examination of mentoring paradigms in a teacher residency program. Australian Journal of Teacher Education (Online)44(3), 1-22. https://doi.org/10.14221/ajte.2018v44n3.1 

Grudnoff, L., & Williams, R. (2010). Pushing Boundaries: Reworking Universityschool Practicum Relationships. New Zealand Journal of Educational Studies, 45(2), 33-45. https://search.informit.org/doi/10.3316/informit.621839131413929

Grudnoff, L. (2011). Rethinking the practicum: Limitations and possibilities. Asia-Pacific Journal of Teacher Education39(3), 223-234.  https://doi.org/10.1080/1359866x.2011.588308 

Haigh, M., & Ward, G. (2004). Problematising Practicum Relationships: Questioning the “Taken for Granted”. Australian Journal of Education, 48(2), 134-148. https://doi.org/10.1177/000494410404800204

Heirdsfield, A. M., Walker, S., Walsh, K., & Wilss, L. (2008). Peer mentoring for first‐year teacher education students: The mentors’ experience. Mentoring & Tutoring: partnership in learning16(2), 109-124. https://doi.org/10.1080/13611260801916135

Hudson, P. (2014). Understanding preservice teachers’ development of pedagogical knowledge practices when co-teaching primary science to peers. Journal of Science and Mathematics Education in Southeast Asia37(1), 44-66.

McGee, I. E. (2019). Developing Mentor Teachers to Support Student Teacher Candidates. SRATE Journal28(1), 23-30.

Instefjord, E. J., & Munthe, E. (2016). Preparing pre-service teachers to integrate technology: An analysis of the emphasis on digital competence in teacher education curricula. European Journal of Teacher Education, 39(1), 77-93. https://doi.org/10.1080/02619768.2015.1100602

Krumsvik, R. J. (2011). Digital competence in the Norwegian teacher education and schools. Hogre utbildning, 1(1), 39-51. https://hogreutbildning.se/index.php/hu/article/view/874

Lamote, C., & Engels, N. (2010). The development of student teachers’ professional identity. European journal of teacher education33(1), 3-18. https://doi.org/10.1080/02619760903457735

Loscalzo, Y., & Giannini, M. (2019). Study engagement in Italian university students: a confirmatory factor analysis of the Utrecht Work Engagement Scale-Student version. Social Indicators Research, 142(2), 845-854. https://doi.org/10.1007/s11205-018-1943-y

Mangila, B. B. (2018). Assessment of pre-service teachers on the practice teaching program: Inputs for program enhancement. Asia Pacific Journal of Education, Arts and Sciences, 5(3), 50-58. https://www.researchgate.net/publication/338294274

Marlina, R. (2018). Teaching language skills. Teaching Language Skills (Issue February 2018, pp. 1–14). https://doi.org/10.4324/9781315230801-6  

Mehdinezhad, V. (2008). Evaluation of teacher education programs by students and graduates.

Merç, A. (2015). Assessing the Performance in EFL Teaching Practicum: Student Teachers’ Views. International Journal of Higher Education4(2), 44-56. https://doi.org/10.5430/ijhe.v4n2p44 

Mirici, İ. H., & Ölmez-Çağlar, F. (2017). Reflections on practicum experiences of non-ELT student teachers in Turkey. ELT Research Journal6(3), 276-292.

Ministry of National Education [MED] (2020). Uygulama Öğrencilerinin Millî Eğitim Bakanlığına Bağlı Eğitim Öğretim Kurumlarında Yapacakları Öğretmenlik Uygulamasına İlişkin Yönerge. (Directive on Teaching Practice to be made by Practice Students in Educational Institutions affiliated to the Ministry of National Education)

Available at https://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, No. 48, OECD Publishing. https://doi.org/10.1787/5kmbphh7s47h-en 

National Council for Accreditation of Teacher Education [NCATE] (2011). Transforming Teacher Education through Clinical Practice: A National Strategy to Prepare Effective Teachers. Education Digest: Essential Readings Condensed for Quick Review, 76(7), 9-13.

New South Wales Institute of Teachers [NSWIT] (2009). NSWIT Initial Teacher Education Document 6: Professional Experience.

Available at http://www.nswteachers.nsw.edu.au/Initial-Teacher-Education/ITE_Program-Requirements/

Ngai, S. S. (2009). The effects of program characteristics and psychological engagement on service-learning outcomes: A study of university students in Hong Kong. Adolescence. 44(174), 375-389. https://www.proquest.com/openview/4150c7e1ab93f1be61f09d3b80d72c57/1

Öztürk, M., & Yıldırım, A. (2014). Perceptions of beginning teachers on pre-service teacher preparation in Turkey. Journal of Teacher Education and Educators3(2), 149-166.

Parveen, S., & Mirza, N. (2012). Internship program in education: effectiveness, problems and prospects. International Journal of Learning & Development, 2(1), 487-498. https://doi.org/10.5296/ijld.v2i1.1471

Peacock, M. (2009). The evaluation of foreign-language-teacher education programmes. Language Teaching Research13(3), 259-278.

Phang, B. L., Sani, B. B., & Azmin, N. A. B. M. (2020). Investigating Mentor Teachers’ Roles in Mentoring Pre-Service Teachers’ Teaching Practicum: A Malaysian Study. English Language Teaching13(11), 1-11. https://doi.org/10.5539/elt.v13n11p1 

Portner, H. (2008). Mentoring new teachers. Corwin Press.

Qazi, W., Rawat, K. J., & Thomas, M. (2012). The role of practicum in enhancing student teachers’ teaching skills. American Journal of Scientific Research44(12), 44-57.

Rafique, G. M. (2014). Information literacy skills of faculty members: A study of the University of Lahore, Pakistan. Library philosophy and practice, 1072, 1-23.  http://digitalcommons.unl.edu/libphilprac/1072

Røkenes, F. M., & Krumsvik, R. J. (2014). Development of student teachers’ digital competence in teacher education-a literature review. Nordic Journal of Digital Literacy, 9(4), 250-280.  https://doi.org/10.18261/ISSN1891-943X-2014-04-03

Rockoff, J. E. (2004). The impact of individual teachers on student achievement: Evidence from panel data. American Economic Review, 94(2), 247–252. https://doi.org/10.1257/0002828041302244

Seferoglu, 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

Sim, C. (2011). “You’ve Either Got [It] or You Haven’t”–Conflicted Supervision of Preservice Teachers. Asia-Pacific Journal of Teacher Education, 39(2), 139-149. https://doi.org/10.1080/1359866X.2011.560653

Şahin, Ç., Kartal, O. Y., & İmamoğlu, A. (2013). Okul Öncesi Öğretmen Yetiştirme Programi Hakkinda Okul Öncesi Öğretmen Adaylarinin Görüşleri. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi14(1), 101-118.

Tarman, B. (2012). Öğretmenlik deneyimi dersinin öğretmen adaylarının öğretmenlik mesleğine yönelik inançlarına etkisi. Kuram ve Uygulamada Eğitim Bilimleri12(3), 1951-1973.

Ulla, M. B. (2016). Pre-service teacher training programs in the Philippines: The student-teacher practicum teaching experience. EFL Journal, 1(3), 235-250. https://doi.org/10.21462/eflj.v1i3.23

Wedell, M. (2017). Teacher education planning handbook British Council. Retrieved from https://www.britishcouncil.in/sites/default/files/teacher_education_planning_handbook_0.pdf

Wikan, G., & Klein, J. (2017). Can International Practicum Foster Intercultural Competence Among Student Teachers? Journal of the European Teacher Education Network12, 95-104.

Available at https://etenjournal.com/2020/02/07/can-international-practicum-foster-intercultural-competence-among-student-teachers/

Yalcin Arslan, F., & Ilin, G. (2018). The Effects of Teaching Practicum on EFL Pre-Service Teachers’ Concerns. Journal of Language and Linguistic Studies, 14(2), 265-282.

Yang, Y., Liu, X., & Gardella Jr, J. A. (2018). Effects of professional development on teacher pedagogical content knowledge, inquiry teaching practices, and student understanding of interdisciplinary science. Journal of Science Teacher Education29(4), 263-282. https://doi.org/10.1080/1046560x.2018.1439262 

Yin, J. (2019). Connecting theory and practice in teacher education: English-as-a-foreign-language pre-service teachers’ perceptions of practicum experience. Innovation and Education1(1), 1-8. https://doi.org/10.1186/s42862-019-0003-z

Yuan, R., & Lee, I. (2014). Pre-service teachers’ changing beliefs in the teaching practicum: Three cases in an EFL context. System44, 1-12.  https://doi.org/10.1016/j.system.2014.02.002

Facebook
Twitter
LinkedIn
Tumblr
Reddit
Email
StumbleUpon
Digg
Received: 3/7/2022 
Accepted: 4/19/2022
Published: 6/24/2022
https://dx.doi.org/10.24093/awej/vol13no2.6

Research Assistant Veysel KARSLİ works at Atatürk University, School of Education, English Language Teaching Program, Foreign Languages Education Department in Turkey. His research interests are computer assisted language teaching, foreign language speaking anxiety, instructional technologies and teaching language skills. ORCID: https://orcid.org/0000-0002-7381-3702

Assoc. Prof. Dr. Oktay YAĞIZ works at Atatürk University, School of Education, English Language Teaching Program, Foreign Languages Education Department in Turkey. He gained his doctoral degree in 2009 in the field of English Language Teaching at Atatürk University. His research interests are English academic writing, educational research, and pronunciation studies.  Dr. Yağız conducted many research studies into the English language and its pedagogical aspects, particularly at the tertiary level. He also teaches at undergraduate and graduate levels in the fields mentioned above. (ORCID: https://orcid.org/0000-0001-7076-7774)