KaydedilenlerDerginizi ekleyin

Dergiler / IOJET / 2019 / Cilt: 6 - Sayı: 3

PROFESSIONAL DEVELOPMENT OF PRE-SERVICE TEACHERS IN AN ENGLISH LANGUAGE TEACHER EDUCATION PROGRAM

0000-0001-9818-9347
0000-0001-7168-8648
0000-0002-4804-8279
Dergi
IOJET
Sayfa
624–642
Yayın Tarihi
2022-10-18
DOI
—
🏛️Bu makalenin bibliyografik verileri ve tam metin bağlantısı DergiPark üzerinden sağlanmıştır.
DergiPark Kaydı ↗
✨

Yapay Zeka Hızlı Bakış & Çıkarımlar

AI Insight
⚡ TL;DR(1 Cümlede Hızlı Çıkarım)

Mentors also stated thatthey felt refreshed and had the chance to update their knowledge with the help of mentees.Implications for the mentorship and practicum process are discussed based on the results ofthis study.

📌 3 Maddede Bu Makale

🎯
Amaç & Hipotez:This case study aims to explore the professional development experiences of two fourth–year student teachers (mentees, hereafter) and their two cooperative school teachers (mentors,hereafter) in the practicum component of English language teacher education program in astate university.
📊
Temel Bulgular & Veri:The participants of this study were doing their internship in their last year ofpre- service education.
💡
Sonuç & Katkı:Mentors also stated thatthey felt refreshed and had the chance to update their knowledge with the help of mentees.Implications for the mentorship and practicum process are discussed based on the results ofthis study.
🔬Tür:Araştırma Makalesi
📍Kapsam:Genişletilmiş Akademik Örneklem
⚙️Değişkenler:Alan Parametreleri

Abstract

This case study aims to explore the professional development experiences of two fourth–year student teachers (mentees, hereafter) and their two cooperative school teachers (mentors,hereafter) in the practicum component of English language teacher education program in astate university. The participants of this study were doing their internship in their last year ofpre- service education. In order to understand the mentorship process in terms of professionaldevelopment practice for those involved, two mentees and their mentors were interviewed.The results indicated that the relationship between mentor and mentee is continuous,dynamic, and fruitful for both parties. Mentees reported that they developed a teacher identityand improved themselves particularly in classroom management. Mentors also stated thatthey felt refreshed and had the chance to update their knowledge with the help of mentees.Implications for the mentorship and practicum process are discussed based on the results ofthis study.

🔖

Bu Makaleye Atıf Yap

0000-0001-9818-9347, 0., 0000-0001-7168-8648, 0., 0000-0002-4804-8279, 0. (2022). PROFESSIONAL DEVELOPMENT OF PRE-SERVICE TEACHERS IN AN ENGLISH LANGUAGE TEACHER EDUCATION PROGRAM. IOJET, Cilt: 6 - Sayı: 3, 624–642. https://ajindex.com/articles/542347

📄 Tam Metin PDF Okuyucu

📄

PDF görüntüleyici hazırlanıyor...

Kaynakça (8)

  1. Bowers, R. S. (1994). A typology of co-operating teacher-student teacher relationships: perceptions of student teachers In J. O’hair & S. J. Odell (Eds.), Partnerships in education (pp.102-119).
  2. Fort Worth, TX, Harcourt Brace. Burns, R. W., & Badiali, B. J. (2015). When supervision is conflated with evaluation: Teacher candidates’ perceptions of their novice supervisor. Action in Teacher Education, 37(4), 418-437
  3. Creswell, J. W. (2013). Qualitative inquiry and research design. Choosing among five approaches. Thousand Oaks: Sage Publications. Ekiz, D. (2006). Mentoring primary school student teachers in Turkey: Seeing it from the perspectives of student teachers and mentors. International Education Journal, 7(7), 924- 934. Erginel, S. Ş. (2006). Developing reflective teachers: A study on perception and improvement of reflection in pre-service teacher education (Unpublished Doctoral Dissertation). Ankara:
  4. ODTÜ Fuller, F. (1969). Concerns of Teachers: A developmental conceptualization., American Educational Research Journal, 6(2), 207-226.
  5. Ganser, T. (1996). The cooperating teacher role. The Teacher Educator, 31(4), 283-291.
  6. Glickman, C., Gordon, S. P., & Ross-Gordon, J. M. (2010). Supervision and instructional leadership: A developmental approach (8th ed.). Boston, MA: Allyn and Bacon. Gomleksiz, M. N., Mercin, L., Bulut I., & Atan, U. (2006). The opinions of prospective teachers on School Experience II course (problems and solutions). Egitim ArastırmalarıEurasian Journal of Educational Research, 23,148-158.
  7. Hascher, T., Cocard, Y. & Moser, P. (2004). Forget about theory—practice is all? Student teachers' learning in practicum. Teachers and Teaching: Theory and Practice, 10(6), 623- 637. Hastings, W. J. (1999). Co-operating teachers: Perceptions of the practicum and their own professional needs. A qualitative study. MA thesis, Charles Sturt University. Hobson, A. J., Malderez, A., Tracey, L., Homer, M., Mitchell, N., Biddulph, M., Giannakaki, M.S., Rose, A., Pell, R.G., Roper, T., Chambers, G. & Tomlinson, P. D. (2007). Newly Qualified Teachers’ Experiences of their First Year of Teaching: Findings from Phase III of the ‘Becoming a Teacher’ Project. London: Department for Children, Schools and Families. Hobson, A., Ashby, P., Malderez, A. & Tomlinson, P. (2009). Mentoring beginning teachers: What we know and what we don’t. Teaching and Teacher Education, 25(1), 207-216.
  8. Isikoglu, N., Ivrendi, A., & Sahin A. (2007). An in-depth look to the process of student