Professional Development of Pre-service Teachers in an English Language teacher Education Program

Date

2019-07-01

Author

Bal Gezegin, Betül
Balıkçı, Gözde
Gümüşok, Fatma

Metadata

Show full item record

Item Usage Stats

244
views

0
downloads

This case study aims to explore the professional development experiences of two fourth–year student teachers (mentees, hereafter) and their two cooperative school teachers (mentors, hereafter) in the practicum component of English language teacher education program in a state university. The participants of this study were doing their internship in their last year of pre-service education. In order to understand the mentorship process in terms of professional development practice for those involved, two mentees and their mentors were interviewed. The results indicated that the relationship between mentor and mentee is continuous, dynamic, and fruitful for both parties. Mentees reported that they developed a teacher identity and improved themselves particularly in classroom management. Mentors also stated that they felt refreshed and had the chance to update their knowledge with the help of mentees. Implications for the mentorship and practicum process are discussed based on the results of this study.

Subject Keywords

Faculty development, Preservice teachers, Second language instruction, English (second language), Preservice teacher education, Mentors, Practicums, Professional development

URI

https://hdl.handle.net/11511/72256
https://eric.ed.gov/?id=EJ1246607

Journal

International Online Journal of Education and Teaching

Collections

Department of Foreign Language Education, Article

Suggestions

OpenMETU
Core

Professional development and competence profiles of English language teacher educators in Turkey Ataş, Ufuk; Daloğlu, Ayşegül; Department of English Language Teaching (2018) This study aims to investigate the definition, competence, and professional development profiles of English language teacher educators in Turkey. With this general aim, this study looks into three components; definitions, competences, and professional development of teacher educators. It specifically focuses on how the profession of teacher educator is defined, what professional characteristics and personality traits teacher educators need to have, and what roles and responsibilities university-based teache...
Pre-Service Teachers’ Evaluation of Their Mentor Teachers, School Experiences, and Theory–Practice Relationship Alemdağ, Ecenaz; Özdemir Şimşek, Pınar (2017-06-01) This case study investigated practicum experiences of pre-service teachers by focusing on their evaluation of mentor teachers, school experiences, and theory-practice relationships. Interviews were conducted with six teacher candidates, and observations in the participants' practice schools were made. The results revealed that mentor teachers had both positive and negative qualities with respect to social support, professional support, and role-modeling mentoring functions. Moreover, pre-service teachers re...
Continuing Professional Development for Language Teachers Bal Gezegin, Betül; Seferoğlu, Gölge (University of Évora, 2019-01-01) This paper reviews a selection of research from the field of teacher education with a focus on professional development (PD) for language teachers. For this purpose, it investigates target studies published in related academic journals between the years of 2010-2018. Following the steps of systematic review process, review of 33 studies yielded five main themes related to PD; a) PD as a reflective practice, b) PD as a transformative process, c) Role of Collaboration and cooperation in PD, d) INSETs as PD an...
Professional development challenges experienced by language instructors at a foundation university: a case Yüksel, Burcu; Karaman, Abdullah Cendel; Department of English Language Teaching (2021-2-17) This qualitative case study has been conducted in order to explore the challenges experienced by English language teachers regarding their professional development. The study was carried out in the English language preparatory program at a foundation university in central Turkey. Eight English language instructors working in the program participated in the study. The data were gathered through semi-structures interviews and researcher’s field notes. The results of the study demonstrated that even though par...
Perceived roles, resposibilities and challenges of CT's in the procedure of teaching practice course in practicum Sağlam, Gülderen; Yemenici, Ayşegül; Department of English Language Teaching (2007) This research study aims to investigate how cooperating teachers (CTs) in Partnership Schools working with pre-service teachers (PTs) from Universities in Ankara and Bursa reflect on challenges they face according to their own perceived roles and responsibilities in the process of implementing their complicated and demanding work to contribute to pre-service teacher training in schools. The present study specifically focuses on cooperating teachers’ perceived challenges in relation to the feedback process a...

Citation Formats

B. Bal Gezegin, G. Balıkçı, and F. Gümüşok, “Professional Development of Pre-service Teachers in an English Language teacher Education Program,” International Online Journal of Education and Teaching, pp. 630–648, 2019, Accessed: 00, 2021. [Online]. Available: https://hdl.handle.net/11511/72256.