Student teachers views of practicums teacher training placements in Turkish and English contexts a comparative study

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Date

2015-05-01

Author

Hugh, Busher
Gündüz, Müge
Çakmak, Melek
Tony, Lawson

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This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

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How student teachers experience their transformation into serving teachers in the liminal social spaces of the school-based practicum (teaching practice) is of key importance to them, their future students and their educators. The practicum is a challenging experience for student teachers, even with help from university and school-based mentors, as their knowledge of practice, power and culture in schools lacks sophistication. The practicum, an under-researched but important aspect of education, was investigated by this study by asking 480 student teachers in three universities in Turkey and England in 2010-2011 about how well their universities prepared them for the practicum, what made practicums successful and how practicums fostered their professional development. Participants generally thought the practicum helped them to develop skills in student and classroom management, in meeting students' diverse learning needs, in recognising multiple students' perspectives and in grounding their understanding of what it meant to be a teacher 'for real'.

Subject Keywords

University-school partnerships, School-based training, Practicum, Mentoring

URI

https://hdl.handle.net/11511/41811

Journal

Compare-A Journal of Comparative and International Education

DOI

https://doi.org/10.1080/03057925.2014.930659

Collections

Department of Foreign Language Education, Article

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Citation Formats

B. Hugh, M. Gündüz, M. Çakmak, and L. Tony, “Student teachers views of practicums teacher training placements in Turkish and English contexts a comparative study,” Compare-A Journal of Comparative and International Education, pp. 445–466, 2015, Accessed: 00, 2020. [Online]. Available: https://hdl.handle.net/11511/41811.