Session Information
SES D 02, Paper Session
Paper Session
Contribution
Teachers have great importance for the future of nations. For this reason, teacher training is an important issue to be able to create well equipped teachers with content knowledge, pedagogical knowledge and pedagogical content knowledge. Before starting to their professional life as a teacher, pre-service teachers should gain and internalize the role of being a good teacher. Formal teacher training is accomplished into few years at universities; however, teachers need to maintain to develop their knowledge at every part of their lives according to their objectives and needs.
Practicum is one of the key elements of the teacher education program (Beck & Kosnik, 2002; McIntyre, Byrd, & Foxx, 1996). During teacher training period, pre-service teachers, cooperating teachers and university faculty have quite crucial role. According to Koerner and Rust (2002), the cooperating teacher should be a good mentor and role model, supportive, knowledgeable in teaching. In addition, the cooperating teacher should give positive and constructive feedbacks to pre-service teachers to enhance their success. Moreover, like cooperating teachers, supervisors at university should be supportive, collaborative and a good guide for pre-service teachers. Their support and feedbacks are quite important for pre-service teachers (Beck & Kosnik, 2002; Williams, 1994) because in this period, pre-service teachers gain opportunity for being a teacher in classroom settings, in schools. By this way, pre-service teachers find a chance not only to observe teacher and students, but also to reflect their subject matter knowledge by combining their pedagogy and to manage the classroom in a real setting. However, this is not an easy process; therefore, some problems may appear due to the contradictions between theory and practice. Besides, students can encounter the problems related with their cooperating teachers and supervisors.
This qualitative study investigates the problems of pre-service teachers which appeared during their school experiences at real classroom settings.
Method
Expected Outcomes
References
Beck, C., & Kosnik, C. (2002). Components of a good practicum placement: Student teacher perceptions. Teacher Education Quarterly, 81-98 McIntyre, J., Byrd. D., & Foxx, S. (1996). Field and laboratory experiences. In J. Sikula (Ed.), Handbook of research on teacher education (pp. 171- 193). New York: Macmillan Koerner, M., Rust, F., & Baumgartner, F. (2002). Exploring roles in student teaching placement. Teacher Education Quarterly, 35-57 Williams, A. (1994). The mentor. In A. Williams (Ed.). Perspective on partnership: Secondary initial teacher training (pp. 134-150). London: Falmer.
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