Öğretmenlik Uygulamasının Süre Açısından İncelenmesi ve Bir Çözüm Önerisi

Abstract

This study aims to reveal the views of prospective teachers, teachers, school managers and teaching staffs about the duration of the teaching practicum in teacher training programs. Later, this study aims to make comparisons between Turkey, Finland, Singapore and Germany, and to propose an alternative application for Turkey. In this study, a qualitative research method was preferred. Study group of this study consist of 28 persons. Eight students from the education faculty, eight teachers, four school managers, and eight teaching staff are selected. The structured interview forms have been prepared by the researcher. Content analysis was preferred in the analysis of the data. With this study, firstly, according to the views of prospective teachers, teachers, school managers and teaching staff, inadequacy of teaching practicum applied in Turkey has been revealed. It has been found that teacher practicum in Turkey took place less time than Finland, Singapore and Germany. In order to correct this inadequacy, a teaching practicum system that can be implemented in Turkey has been proposed.

Assessment of the Educational Needs of Preschool Teacher Candidates as regards Teaching Practice

“…Participants who offered suggestions for the solution of the current problems mentioned especially that the lecturers teaching the teaching practice course should be selected from the field and their internship duration should be increased. In his study, Tosun (2019) concluded that the internship period was insufficient. Similarly, Aslan and Sağlam (2018) stated that pre-service teachers found the class hours for teaching practice insufficient, and because of the inadequacy of the internship period, the pre-service teachers were unable to adequately familiarize with and experience the practices in the school.…”

Almanya’daki̇ Yabanci Di̇l Öğretmen Adaylarinin Öğretmenli̇k Uygulamalari Eği̇ti̇mi̇

“…Ancak literatür incelendiğinde yapılan çalışmalar Türkiye'deki öğretmen adaylarının özellikle staj eğitimi dönemlerinde yaşadığı birçok problemi gözler önüne sermektedir. Bu problemlerden bazıları öğretmen adaylarının haftada bir gün gibi çok az süreyle staja gitmeleri, sınıf yönetiminde zorluk yaşamaları, staja gittikleri okuldaki öğrencileri yeterince tanıyamamaları ve öğrencilerle iletişim kurmada sıkıntı yaşamaları şeklinde özetlenebilir (Tosun, 2019).…”

An investigation of teacher and teacher candidates’ views on the course of school experience

“…It is applied in schools affiliated to the Ministry of National Education. Turkey, in the 2018-2019 academic years, began to apply a new undergraduate teaching program last year in which a teaching practice of a total of 24 days, including 12 days for each semester is carried out [5]. The practicum gives prospective teachers the opportunity to recognize and apply the profession [6].…”

“…Further, Altan, et al [13] put forward that the practicum period assigned to re-service teachers is limited to attain the needed skills. Tosun [5] also examined the teaching practicum with respect to the time period assigned to it and found out that the time allocated to practicum practices in Turkey is highly limited compared to the practices in Finland and Germany. Özer and Alkan [14] also found out that in such countries as the UK, Portugal, Spain, Italy, and Belgium, the practicum is carried out every school year.…”