Evaluation of Teaching Practice Lesson Expectations and Its Process

Abstract

In this research, it was aimed to treat the expectations for the teaching practice lesson and the process. The study group of the research consists of six teacher candidates, two mathematics teachers working in different schools, and a faculty member. In the research conducted within the scope of the case study, data were collected through semistructured interviews with the participants and document analysis. The obtained data were analyzed with the content analysis method, one of the qualitative data analysis methods. The findings are presented under the themes of expectations, the application process, and professional knowledge and skills. In the theme of expectation, it was concluded that the expectations of the participants from each other were realized to a great extent, and there were differences of opinion on the application process and themes of professional knowledge and skills. Some suggestions were made to researchers and educators in line with the results obtained.

Tapping into the art of teaching: Unveiling pedagogical content mastery through a riveting case study

“…Instructors are expected to provide comprehensive feedback and detailed explanations. Additionally, mentor teachers and instructors suggest frequent use of innovative methods, teaching materials, active student involvement, educational games, and technology integration to enrich lessons (Kirksekiz et al, 2015;Uzun & Koparan, 2021). Moreover, Kircicek and Yuksel (2019) compared school experience and teaching practice and observed varied perspectives among academics.…”

“…Undoubtedly, an increased engagement in practice by pre-service teachers corresponds to a heightened level of professional experience in their chosen field (Cetin et al, 2021;Degirmencay & Kasap, 2013;Uzun & Koparan, 2021). Research findings indicate that teaching practice courses play a significant role in enhancing PCK of pre-service teachers.…”

Experiences of Pre-Service Science Teachers in “Teaching Practice” During the Covid-19 Pandemic

“…During the pandemic period, opinions were determined with various sample groups related to distance education (Davis et al, 2019). Additionally, there are studies examining various variables related to teaching practice (Cohen et al, 2013;Greve et al, 2020;Güneş & Kaya, 2022;Uzun & Koparan, 2021). However, during the COVID-19 pandemic period, the sparse research that considers the activities and perspectives of pre-service teachers holistically in the "teaching practice" process carried out by distance education has emerged.…”

Öğretmen Adaylarının Gözünden Öğretmenlik Uygulaması: Bir Durum Çalışması

“…Çünkü eğitim sürecinin etkili bir şekilde sürdürülmesinde nitelikli öğretmenlerin temel faktörlerden biri olduğu düşünüldüğünde (Yeşilyurt, 2010) nitelikli öğretmen yetiştirme önem arz etmektedir (Saratlı, 2007). Bu yetiştirme sürecinde öğretmen adaylarının üniversitede almış oldukları pratik bilgileri uygulamaya dönüştürerek deneyim kazanmaları amacıyla öğretmenlik uygulamasına yer verilmektedir (Kutluca, Birgin ve Çatlıoğlu, 2007;Uzun ve Koparan, 2021).…”

“…Öğretmenlik uygulamasının kaliteli öğretmen yetiştirmedeki öneminin anlaşılması nedeniyle 2017 yılı itibariyle okul deneyimi dersleri öğretmenlik uygulaması I ve II şeklinde güncellenmiştir. Bu sayede öğretmen adaylarının meslek öncesi sınıf ve okul ortamını daha iyi tanıyarak deneyim kazanmalarının önü açılmıştır (Uzun ve Koparan, 2021). Bu bağlamda öğretmen adaylarının yetişmesi amacıyla YÖK ve Milli Eğitim Bakanlığı (MEB) işbirliği yaparak öğretmen adaylarına öğretmenlik uygulaması için uygun zemin hazırlamışlardır (MEB, 2021).…”