Teacher candidates’ reflections on some components of a pre‐service English teacher education programme in Turkey
Abstract
This study aimed to explore teacher candidates' reflections on the methodology and practice components of a pre-service English teacher training programme in Turkey. For this purpose, a qualitative case study method was followed. The participants were 176 senior year students at the Middle East Technical University in Ankara, Turkey. The data were analysed by seeking patterns and themes in relation to each research question. The participants believed that a close connection between the course materials and practical application in real classrooms did not always exist. They also stated that they did not have enough opportunities for micro-teaching and practice teaching
Reference
Seferoglu, G. (2006). Teacher Candidates' Reflections on Some Components of a Pre-Service English Teacher Education Programme in Turkey. Journal of Education for Teaching, 32(4), 369-378.
Journal
Journal of Education for Teaching
Analysis
Is this article part of a larger project or series of studies?
no
Does this study draw on a large, preexisting data set?
no
Research Approach
Geographic Setting
Institutional Context
Certification Level
Programatic Focus
Research Location Context
Preservice Participants
- Undergraduates (university based program)
Preservice Sample Size
176
Duration of Data Collection
Data Sources
Data Analysis Tools
- Qualitative Analysis
- Thematic analysis
Researcher Positionality
- Inside (studying their own programs)
Research Questions
How well do the teacher candidates think the methodology and practice components of the undergraduate programme they have been through prepared them for a career in teaching English?
Is this research question explicit from the manuscript? Yes
What are the teacher candidates’ suggestions for the improvement of the methodology and practice components of the undergraduate programme?
Is this research question explicit from the manuscript? Yes
What components of the methodology and practice courses (lectures, demos, micro-teaching, reflection journals, projects, portfolios, observation, assessed teaching, readings, feedback sessions, cooperating teachers,
instructors’ attitude, etc.) do the teacher candidates think had the most impact on their teaching profession?
Is this research question explicit from the manuscript? Yes
How do the participants conceptualize teacher education with regard to what pre-service teachers should be prepared to do and how this preparation should be conducted as revealed in their reflections in relation to the methodology and practice components of the teacher education programme they had been through?
Is this research question explicit from the manuscript? Yes