Show/Hide Menu
Hide/Show Apps
Logout
Türkçe
Türkçe
Search
Search
Login
Login
OpenMETU
OpenMETU
About
About
Open Science Policy
Open Science Policy
Open Access Guideline
Open Access Guideline
Postgraduate Thesis Guideline
Postgraduate Thesis Guideline
Communities & Collections
Communities & Collections
Help
Help
Frequently Asked Questions
Frequently Asked Questions
Guides
Guides
Thesis submission
Thesis submission
MS without thesis term project submission
MS without thesis term project submission
Publication submission with DOI
Publication submission with DOI
Publication submission
Publication submission
Supporting Information
Supporting Information
General Information
General Information
Copyright, Embargo and License
Copyright, Embargo and License
Contact us
Contact us
An Exploratory case study of pre-service EFL teachers' sense of efficacy beliefs and perceptions of mentoring practices during practice teaching
Download
index.pdf
Date
2012
Author
Rakıcıoğlu Söylemez, Anıl Ş
Metadata
Show full item record
Item Usage Stats
470
views
777
downloads
Cite This
Although practice teaching is a central component of teacher education, there are still a number of organizational and practical problems encountered which have attracted considerable research. For instance, the nature of the relationship among pre-service and cooperating teachers; how this relationship plays a role in shaping pre-service teachers’ learning to teach during practice teaching are issues we still know little about (Borg, 2011). In order to understand the interwoven relationship between experiences, intentions, beliefs and actions of pre-service language teachers, opportunities created for them to become conscious of the ways they perceive and act upon needs to be investigated in detail. The present research study is designed as a mixed method case study to examine the extent to which English as a Foreign Language (EFL) pre-service teachers’ (PTs’) sense of efficacy beliefs regarding classroom management, instructional strategies, and student engagement evolve throughout the practice teaching course in addition to the role of mentoring practices and the organization of the practice teaching course in shaping EFL pre-service teachers’ sense of efficacy beliefs. The main participant group of the study was composed of senior PTs (N=22) studying in the Department of Foreign Language Education, Middle East Technical University. The study involved a variety of data collection tools in order to gather data, Teachers’ Sense of Efficacy Scale (TSES) (Tschannen-Moran & Woolfolk-Hoy, 2001) and Mentoring for Foreign Language Teaching (MEFLT) scale (Hudson, Nguyen &Hudson, 2009), weekly reflective journals of the PTs, semi-structured face-to-face interviews and an open-ended survey. The results of the data analysis revealed that none of the dimensions of sense of efficacy beliefs of the PTs appeared to develop significantly after practice teaching; on the other hand, sense of efficacy beliefs regarding classroom management beliefs of the participant group significantly decreased at the end of the practice teaching. In addition, sense of efficacy beliefs regarding classroom management beliefs had a significant relationship with the Personal/Professional Attributes of the cooperating teachers (CTs). According to the content analysis of the data, the role of mentoring practices and the organization of the practice teaching course have an important role in sense of efficacy beliefs of the PTs. The data analysis framework acknowledges that there are other factors that also have an influence on the development of efficacy beliefs including the teaching situation, context and the role of other participants involved in practice teaching.
Subject Keywords
Student teachers.
,
Student teachers
,
English teachers
,
English teachers
,
English language
URI
http://etd.lib.metu.edu.tr/upload/12615188/index.pdf
https://hdl.handle.net/11511/22130
Collections
Graduate School of Social Sciences, Thesis
Suggestions
OpenMETU
Core
The perceptions of pre-service EFL teachers on their professional identity formation throughout practice teaching
Taşdemir, Hanife; Seferoğlu, Gölge; Department of English Language Teaching (2016)
This qualitative case study aims at exploring the pre-service EFL teachers’ opinions on the essentials of teacher professional identity, their own professional identity development throughout practice teaching, and the effects of practice teaching and reflection on their understanding of their professional identity. Thirty-one pre-service EFL teachers, enrolled to the second course of the practicum component FLE 404 Practice Teaching, participated in the study. Data were gathered through pre-practice teachi...
The Predictors of English language preparatory school instructors' self-efficacy beliefs
Ülkümen, Hatice Aslı; Çapa Aydın, Yeşim; Department of Curriculum and Instruction (2013)
The purpose of this study was to investigate whether university type, years of teaching experience, mastery experience, undergraduate major, colleague support, and administration support would predict EFL instructors’ self efficacy beliefs for classroom management, instructional strategies, and student engagement. A total of 285 English language instructors from nine universities in Ankara constituted the participants of the study. The data were collected through a five-section scale, consisting of the Turk...
The impact of teaching practicum on pre-service teachers’ perception of ELT
Arığ, Ayşe; Çopur, Deniz; Department of English Language Teaching (2016)
The purpose of the current study is to explore and identify the effects of practicum on pre-service English teachers’ perceptions of ELT. The study aims to interpret student teachers’ beliefs and perceptions after their first practicum experience during their school visits in FLE 425 School Experience. Five senior pre-service EFL student teachers, who had their first teaching experience in FLE 425 took part in the study. All student teachers were studying in the Department of Foreign Language Education at M...
A Narrative inquiry into the professional identity formation of second career EFL teachers
Aslan, Reyhan; Eröz Tuğa, Betil; Department of English Language Teaching (2016)
This study aims to have a clearer understanding of the motivations of second career teachers for pursuing teaching as a career, the role of attributes they bring from their previous careers in their teaching practices and the challenges they face after their transition to teaching. Another aim of this study is to investigate the perceptions of second career EFL teachers coming from diverse disciplinary backgrounds in relation to their professional identity and the factors shaping their perceptions about the...
The experiences of students with disabilities in an english language teacher education program: a case study on preservice teachers with visual impairments
Çınarbaş, Halil İbrahim; Karaman, Abdullah Cendel; Department of English Language Teaching (2016)
This qualitative case study aimed to explore the experiences of two pre-service teachers with visual impairments in an English language teaching teacher education program in terms of inclusive practices, accessibility, need accommodation, and institutional issues. Two pre service teachers with visual impairments, four teacher educators, six peers, and three administrators participated in this study. The data were collected through individual and focus group interviews, observations, reflective journals, and...
Citation Formats
IEEE
ACM
APA
CHICAGO
MLA
BibTeX
A. Ş. Rakıcıoğlu Söylemez, “An Exploratory case study of pre-service EFL teachers’ sense of efficacy beliefs and perceptions of mentoring practices during practice teaching,” Ph.D. - Doctoral Program, Middle East Technical University, 2012.
