SavedAdd your journal

Journals / Eğitimde Nitel Araştırmalar Dergisi / 2018 / Cilt: 6 - Sayı: 1

What Difference does Placement School Make? Contribution of School Characteristics to Professional Growth of Pre-Service Teachers

Koray KASAPOĞLU
Ali YILDIRIM
Pages
90–112
Publication Date
2022-10-11
DOI
—
🏛️Bibliographic metadata and full text access for this article are provided via DergiPark.
DergiPark Record ↗
✨

AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

However, the most striking finding from this study was that great placements were largely dependent on the quality of mentor teachers rather than other factors like resource richness or abundance in placement schools.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:This qualitative phenomenological study attempted to gain insight into perceptions of pre-service teachers about the characteristics of placement schools in relation to their contributions to their professional growth.
📊
Key Findings & Data:Collected through focus-group interviews with four groups, each consisting of six pre-service teachers who were in their last year in the program and had already taken practice courses at a public university in Turkey in the 2012-2013 academic year, qualitative data were then subjected to content analysis.
💡
Conclusion & Impact:However, the most striking finding from this study was that great placements were largely dependent on the quality of mentor teachers rather than other factors like resource richness or abundance in placement schools.
🔬Design:Research Article
📍Scope:2012-2013 Verileri
⚙️Variables:Mentor teacher · placement school · pre-service primary school teacher

Özet

This qualitative phenomenological study attempted to gain insight into perceptions of pre-service teachers about the characteristics of placement schools in relation to their contributions to their professional growth. Collected through focus-group interviews with four groups, each consisting of six pre-service teachers who were in their last year in the program and had already taken practice courses at a public university in Turkey in the 2012-2013 academic year, qualitative data were then subjected to content analysis. The findings generated five major themes: conceptions of placement school, placement school characteristics, placement school experiences, contributions of placement schools to professional growth, and suggestions for placement school selection and experience. Pre-service primary school teachers tended to define the meaning of a better-served placement school that was equated with resource richness or abundance. However, the most striking finding from this study was that great placements were largely dependent on the quality of mentor teachers rather than other factors like resource richness or abundance in placement schools.

🔖

Cite This Article

KASAPOĞLU, K., YILDIRIM, A. (2022). What Difference does Placement School Make? Contribution of School Characteristics to Professional Growth of Pre-Service Teachers. Eğitimde Nitel Araştırmalar Dergisi, Cilt: 6 - Sayı: 1, 90–112. https://ajindex.com/articles/497075

📄 Full Text PDF Viewer

📄

PDF görüntüleyici hazırlanıyor...

References (10)

  1. Afyonkarahisar Provincial National Education Directorate. (2013a, September 16). Types of schools and institutions (Letter No. 34691520/903.02.02/2495836). Retrieved July 8, 2015 from http://afyon.meb.gov.tr/2013/09/16/2495836.pdf Afyonkarahisar Provincial National Education Directorate. (2013b, September 5). Types of institutions (Letter No. 34691520/903.02.02/2008456). Retrieved February 15, 2018 from http://afyon.meb.gov.tr/2013/08/05/kurum_tipleri.pdf
  2. Aslanargun, E., Kılıç, A., & Acar, F. E. (2012). Uygulama öğretmenlerinin öğretmen adaylarına rehberlik düzeyleri.Elektronik Sosyal Bilimler Dergisi, 11(39), 1-21.
  3. Aytaç, A. (2010). Öğretmenlik uygulaması dersi kapsamında uygulama öğretim elemanlığının değerlendirilmesi. Unpublished master‘s thesis, Mehmet Akif Ersoy University, Burdur, Turkey. Bilgin-Aksu, M., & Demirtaş, H. (2006). Öğretmen adaylarının okul deneyimi II dersine ilişkin görüşleri (İnönü Üniversitesi Eğitim Fakültesi örneği). Inönü Üniversitesi Eğitim Fakültesi Dergisi, 7(11), 3-21.
  4. Bogdan, R. C., & Biklen, S. K. (2007). Qualitative research for education: An introduction to theories and methods (5th ed.). Boston: Allyn and Bacon. Borg, J. R., Borg, M. O., & Stranahan, H. A. (2012). Closing the achievement gap between high-poverty schools and low-poverty schools.Research in Business & Economics Journal, 5, 1-24.
  5. Boyd, D., Grossman, P., Lankford, H., Loeb, S., & Wyckoff, J. (2009). Teacher preparation and student achievement.Educational Evaluation and Policy Analysis, 31(4), 416-440.
  6. Boyd, D., Lankford, H., Loeb, S., Ronfeldt, M., & Wyckoff, J. (2011). The role of teacher quality in retention and hiring: Using applications to transfer to uncover preferences of teachers and schools. Journal of Policy Analysis and Management, 30(1), 88-110.
  7. Brush, T., & Saye, J. W. (2009). Strategies for preparing preservice social studies teachers to integrate technology effectively: Models and practices. Contemporary Issues in Technology and Teacher Education, 9(1), 46-59.
  8. Bural, B. (2010). Zihin engelliler öğretmenliği öğretim uygulaması dersinde karşılaşılan güçlüklerin öğretmen adayları açısından değerlendirilmesi (Konya ili örneği) (Yayınlanmamış yüksek lisans tezi). Selçuk Üniversitesi,
  9. Konya, Türkiye. Cochran-Smith, M., Villegas, A. M., Abrams, L., Chavez-Moreno, L., Mills, T., & Stern, R. (2015). Critiquing teacher preparation research: An overview of the field, part II. Journal of Teacher Education, 66(2), 109-121.
  10. Cole, K. M. (1995, November 9). No