Pre-Service Beginning Teachers’ Beliefs, Expectations and Other Teacher Preparation Issues of the Practicum at the University of Trinidad and Tobago

Abstract

The study examined the extent to which there were changes in pre-service teachers' beliefs, expectations and other teacher preparation issues over a four-year period at the University of Trinidad and Tobago. The study was guided by the conceptual framework of Calderhead and Shorrock (1997) -the personal, critical, academic, practical and technical orientation -and compared pre-service teachers' reflections on these five components before and after their exposure to the practicum at the university. The participants in the study were 36 pre-service beginning teachers who were never exposed to any teacher training programme. There were 12 males and 24 females whose average ages were 24 years. Data were collected through in-depth semi-structured interviews at the beginning and the end of the four year period. The interview data were audio-taped and later transcribed in the tradition of grounded theory (Glaser and Strauss, 1967). Systematic coding was used to uncover key features and emerging themes from the first and second phases of the study. Five categories consistent with the conceptual framework of the study were identified: beliefs and expectations, mentorship support, resource adequacy, content and pedagogical knowledge and adequate classroom experiences. The findings suggested there were some changes in pre-service beliefs and expectations and other preparation issues. There were also mixed messages from the beginning teachers with regard to adequate resources, mentorship support and classroom experiences. Recommendations were made for the continuing professional development of these novice teachers.

Turkish Prospective English Teachers' Reflections on Teaching Practice

“…These remarks are similar with those in the earlier works, which also revealed high levels of emotional support provided by supervisors and stressed the importance of supervision as an important source for professional development [e.g., 6,16,4,1,7,34]. Still, according to the results, in terms of coordination between school and university supervisors, participants of our study seemed to be of the opinion that the coordination between school mentors and university supervisors is not satisfactory enough, which support the findings of the previous studies on the issue of collaboration between the stakeholders of the process [e.g., 37,30,24,29].…”

“…Similarly, Seferoğlu [31] discussed these points in her study over participants' reflections by stating the agreed theme that " a close connection between the course materials and practical application in real classrooms was sometimes absent" [31] . In this respect, Gowrie and Ramdass [16] presented the need for a balance between theory and practice through adequate classroom experience that would ease any possible challenges prospective teachers could experience in real life situations. When considering Turkish case, that probably seems to be a rising demand by Turkish ELT student teachers, as well.…”