The impact of teaching practicum on pre-service teachers’ perception of ELT

Download
2016
Arığ, Ayşe
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 Middle East Technical University, Ankara, Turkey. This study is designed as a qualitative case study. Semi-structured interviews, instructor’s notes, post-school experience conference, and observation, reflection and teaching tasks were used as the data source. The findings showed that the prior beliefs of the participants present an effect on their beliefs before their first practicum experience. During FLE 425, with the help of their new experiences, the feedback they received from their mentors, and the guidance given by the university instructor, their beliefs and perception started to change and at the end all participants gained a different perception on the application of ELT in classrooms compared to their previous beliefs. Furthermore, school experience encouraged the student teachers to realize what they have learned at METU are applicable in real classes. Concerning the findings, earlier exposure to real teaching environment should be ensured by more practicum courses, observation or teaching opportunities before senior year of teacher education programs to help prospective English teachers become more competent in the language teaching profession. 

Suggestions

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 Perceptions of pre-service ELT teachers on different modes of peer feedback and its relation to teacher efficacy /
İnce, Burtay Hatice; Aksu, Meral; Department of Curriculum and Instruction (2016)
The purpose of this study was to find out the perceptions of pre-service ELT teachers on different modes of feedback (i.e. written and oral peer feedback) and its relation to teacher efficacy. For this reason, a mixed-method design was used in order to answer different research questions. EFL Teacher Efficacy Scale (ETES) was used in order to find out efficacy levels of pre-service teachers before and after they were given different modes of peer feedback. E-journals and semi-structure group interviews were...
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...
Exploring the perceptions of teachers about their current and desired competencies defined by CEF and ELP: a case study
Tandıroğlu, Işıl; Daloğlu, Ayşegül; Department of English Literature (2008)
The purpose of this study is to find out the required teacher competencies in the implementation of the Common European Framework (CEF) and the English Language Portfolio (ELP) and to explore the perceptions of teachers about their current and desired competencies defined by CEF and ELP. The required competencies for the teachers are defined in the book calledCommon European Framework of Reference for Languages. This book being a reference for the whole European Union countries, identifies required teacher ...
The Perceptions of EFL pre-service teachers about cooperative learning
Çakmak Akpolat, Ebru; Savaş, Perihan; Department of Foreign Language Education (2016)
This study was an investigation into the perceptions and the experiences of EFL preservice teachers of about cooperative learning strategy in their educational setting. The study also revealed if there were any differences between the 2nd grade and the 4th grade EFL pre-service teachers about the issue. The study was conducted with 148 pre-service teachers from the Foreign Language Education department in a state university in Ankara, Turkey. The main data collection instrument was a questionnaire. The key ...
Citation Formats
A. Arığ, “The impact of teaching practicum on pre-service teachers’ perception of ELT,” M.S. - Master of Science, Middle East Technical University, 2016.