We train, but what do they think? Preservice teachers' perceptions of the adequacy of their teacher education in Turkey

The study aimed to assess the adequacy of pre-service teacher education in Turkey as perceived by preservice teachers. Specifically, the researchers investigated preservice teachers' perceptions of the adequateness of their education in terms of developing teaching skills and the major components of teacher education. The factors affecting their perceptions were also examined. In total, 1856 preservice teachers participated in the study. A questionnaire was prepared to collect data from the participants. According to the findings, teacher education should be enhanced in terms of preparing candidates for skills such as teaching in different contexts and cooperating with parents; and practicum hours needed to be improved for more effective preparation of preservice teachers. Moreover, it was also found that the preservice teachers' subject, college, orientation towards teaching and the perceived adequacy of program components played significant roles in affecting their perceptions of teacher education.


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Citation Formats
E. Eret-Orhan, A. Ok, and Y. Çapa Aydın, “We train, but what do they think? Preservice teachers’ perceptions of the adequacy of their teacher education in Turkey,” ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION, pp. 183–198, 2018, Accessed: 00, 2020. [Online]. Available: https://hdl.handle.net/11511/41608.