Teacher candidates' reflections on some components of a pre‐service English teacher education programme in Turkey

Seferoğlu, Gölge

doi:10.1080/02607470600981953

Cited by 85 publications

(83 citation statements)

References 3 publications

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“…Despite this critical role of the teaching practicum, previous studies conducted in Turkey are in line with the findings of the present study as they concluded that the teaching practicum is a problematic issue (e.g. Kavas & Bugay, 2009;İnal & Büyükyavuz, 2013;Seferoğlu, 2006).…”

Section: "I Think There Is a Problem If We Start Teaching Primary Schsupporting

confidence: 78%

Pre-service and In-service English Teachers’ Efficacy Beliefs about Teaching English at Primary Schools

Uztosun¹

2016

İlköğretim Online

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ABSTRACT. This study investigated pre-service and in-service English teachers' efficacy beliefs about teaching English at primary schools in Turkey by revealing the teaching aspects that they felt most and least efficacious. The study also attempted to understand pre-service teachers' views about the effectiveness of pre-service teacher education and explore which major problems in-service teachers encountered while teaching English at primary schools. The quantitative and qualitative data were collected from 170 pre-service and 129 in-service teachers through a questionnaire. The quantitative and qualitative data were analysed using descriptive statistics and content analysis, respectively. According to the findings, both groups held similar positive or negative efficacy beliefs about most teaching aspects: while they reported feeling most efficacious in 'using visual materials', 'giving simple instructions', and 'using gestures, facial expressions and body language effectively', they reported feeling least efficacious in 'using mainly kinaesthetic activities', 'managing class time effectively', and 'knowing how each language skill can be developed'. Pre-service teachers agreed that the 'teaching practicum' was the most ineffective aspect of the programme, followed by 'lack of practice-based courses', 'inadequate number of teaching English to young learners courses', and 'language courses'. In-service teachers reported having problems because of 'limited class hours', 'poor textbooks', 'lack of technological resources', 'lack of learner preparedness', 'lack of learner motivation', and 'large classes'. In the light of these findings, implications were generated to improve the effectiveness of pre-service and in-service teacher education, which could increase the quality of education for English language students at primary schools.

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Section: "I Think There Is a Problem If We Start Teaching Primary Schsupporting

confidence: 78%

Pre-service and In-service English Teachers’ Efficacy Beliefs about Teaching English at Primary Schools

Uztosun¹

2016

İlköğretim Online

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“…In a study about reflection, Seferoglu (2006) examined the reflections of 176 ESL prospective teachers at Ankara"s Middle East Technical University in Turkey on the methods of teaching and the clinical aspects of the English education program. A qualitative approach was employed for conducting the study.…”

Section: Literature Reviewmentioning

confidence: 99%

Student Teachers‟ Microteaching Experiences in a Preservice English Teacher Education Program

Ismail¹

2011

JLTR

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Abstract-Microteaching has been widely used in pre-service teacher education programs to enhance prospective teachers' instructional experiences. Within ELT programs, the use of microteaching offers valuable opportunities for trainee-teachers to develop effective teaching strategies. Understanding the perceptions and concerns of student teachers is crucial for promoting teacher education programs' outcomes. This study aimed at investigating the views of sixty-one female teacher trainees from the English Language Education Program in the Faculty of Education in the United Arab Emirates University (UAEU) regarding the microteaching component offered in two courses of English language teaching methods. A combination of quantitative and qualitative techniques was employed for the purpose of gathering the data. Mainly, a questionnaire and a focus group interview were used as the main tools for data collection. Overall analysis of the findings indicated that prospective teachers described a variety of benefits they gained from microteaching experiences. The study ended with recommendations and directions for future studies to further examine the highlighted results.

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“…A quick look at practicum assessment programs shows that the assessment of the performance in the teaching practice is not well-grounded, and accordingly, the impact of assessment to any of the commitments given to practice teaching is problematic (Brooker, Muller, Mylonas, & Hansford, 1998). In this respect, Seferoğlu (2006) put forward that assessment procedures together with the type of courses offered, course contents within the Turkish teacher education program needed to be redesigned to meet the requirements of an innovative and flexible professional.…”

Section: Research Backgroundmentioning

confidence: 99%

Assessing the Performance in EFL Teaching Practicum: Student Teachers’ Views

Merç

2015

IJHE

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This study aims to find out whether or not pre-service EFL teachers are satisfied with the way their performance in teaching practice is measured. A questionnaire was developed to elicit student teachers' views related to the components of the measurement policies employed in the two practicum courses at Anadolu University English Language Teacher Training program. 117 student teachers answered the questionnaire. 12 of them were interviewed to support the quantitative findings. The results of the analyses showed that majority of the students were satisfied with their grades in teaching practicum. Furthermore, student teachers found certain criterion measures as effective means for assessing their performance such as planning-preparation, general organization, and assessment by university supervisors while assessment by cooperating teachers, writing observation and reflection reports, and assessment by peer teachers were found to be the least effective ones. The findings are discussed considering the current measurement policies and certain other practices about teaching practicum component of teacher education programs. Some suggestions for university supervisors, cooperating teachers, student teachers, and all other parties related to teaching practicum are also provided.

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Teacher candidates' reflections on some components of a pre‐service English teacher education programme in Turkey

Cited by 85 publications

References 3 publications

Pre-service and In-service English Teachers’ Efficacy Beliefs about Teaching English at Primary Schools

Pre-service and In-service English Teachers’ Efficacy Beliefs about Teaching English at Primary Schools

Student Teachers‟ Microteaching Experiences in a Preservice English Teacher Education Program

Assessing the Performance in EFL Teaching Practicum: Student Teachers’ Views

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