Scrutinizing Practicum for a More Powerful Teacher Education: A Longitudinal Study with Pre-service Teachers

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dc.contributor.authorTuluce, Hande Serdar
dc.contributor.authorCecen, Sevdeger
dc.date.accessioned2024-07-18T20:49:04Z
dc.date.available2024-07-18T20:49:04Z
dc.date.issued2016
dc.departmentİstanbul Bilgi Üniversitesien_US
dc.description.abstractThis study aims to explore the role of school-based practicum in promoting pre-service English language teachers' professional development through the use of a longitudinal design in combination with qualitative methods. To achieve this aim, pre-service teachers were asked to successively reflect on video-recordings of their micro-lessons in their university-based methodology courses directly after delivering the micro-lessons and retrospectively after their practicum experience. The participants of this study were 13 pre-service English language teachers studying at a foundation university in Istanbul, Turkey. The same data collection methodology was adapted before and after the practicum to gain a deeper understanding of the learning stemming from school-based practicum. The data for the study came from pre- and post-self-evaluation reports as well as pre-and post-focus-group interviews that had been collected based on the pre-service teachers' video-recorded microteaching simulations. The findings indicate that pre-service teachers commented on the same pedagogical, psychological, and physical factors they had noticed regarding their micro-lesson before and after the practicum. However, some qualitative changes were detected in their views over time as they had become more learner-oriented and had developed a more reflective view of teaching following the practicum. These findings have implications for the impact of practicum for future teacher education programs.en_US
dc.identifier.doi10.12738/estp.2016.1.0207
dc.identifier.endpage151en_US
dc.identifier.issn2630-5984
dc.identifier.issn2148-7561
dc.identifier.issue1en_US
dc.identifier.scopus2-s2.0-84960349903en_US
dc.identifier.scopusqualityN/Aen_US
dc.identifier.startpage127en_US
dc.identifier.trdizinid203915en_US
dc.identifier.urihttps://doi.org/10.12738/estp.2016.1.0207
dc.identifier.urihttps://search.trdizin.gov.tr/yayin/detay/203915
dc.identifier.urihttps://hdl.handle.net/11411/8058
dc.identifier.volume16en_US
dc.identifier.wosWOS:000376119400006en_US
dc.identifier.wosqualityQ4en_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakScopusen_US
dc.indekslendigikaynakTR-Dizinen_US
dc.language.isoenen_US
dc.publisherEdamen_US
dc.relation.ispartofEducational Sciences-Theory & Practiceen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subjectPre-Service Teacheren_US
dc.subjectReflectionen_US
dc.subjectPracticumen_US
dc.subjectMicroteachingen_US
dc.subjectVideoen_US
dc.subjectReflectionsen_US
dc.subjectTurkeyen_US
dc.titleScrutinizing Practicum for a More Powerful Teacher Education: A Longitudinal Study with Pre-service Teachers
dc.typeArticle

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