Pre-Service Teachers’ Evaluation of Their Mentor Teachers, School Experiences, and Theory–Practice Relationship

2017-06-01
Alemdağ, Ecenaz
Özdemir Şimşek, Pınar
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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 reported that they mostly experienced or felt difficulty in classroom management; parallel with this difficulty, their learning gains in classroom management were the highest. These teachers also emphasized that there was no relationship between theory and practice in teacher education and that developmental psychology and communication courses and those presenting teaching-related cases were effective at building readiness for the teaching profession. Based on the findings, several suggestions for future practices were proposed in the study.
Foreign countries, Preservice teachers, Teacher evaluation, Mentors, Educational experience, Theory practice relationship, Case studies, Classroom techniques, Cooperating teachers, Teaching (Occupation), Student teachers, Interviews, Teacher education programs, Faculty development, Teaching methods, Information technology, Qualitative research, Preservice teacher education, Observation, Practicums, Content Analysis
https://hdl.handle.net/11511/72705
https://files.eric.ed.gov/fulltext/EJ1145612.pdf
The International Journal of Progressive Education
Department of Computer Education and Instructional Technology, Article

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Citation Formats
E. Alemdağ and P. Özdemir Şimşek, “Pre-Service Teachers’ Evaluation of Their Mentor Teachers, School Experiences, and Theory–Practice Relationship,” The International Journal of Progressive Education, pp. 165–179, 2017, Accessed: 00, 2021. [Online]. Available: https://hdl.handle.net/11511/72705.
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