Mentoring expectations and experiences of prospective and cooperating Teachers during practice teaching

Date

2014-01-01

Author

Eröz Tuğa, Betil

Metadata

Show full item record

Item Usage Stats

146
views

0
downloads

This study aimed to explore prospective and cooperating teachers' perceived and received roles and responsibilities regarding mentoring practices during practice teaching in an English as a Foreign Language (EFL) setting. Data were gathered from reflective journals of the prospective teachers and interviews with the dyad members of practice teaching. The findings of the study pose implications for practice teaching applications and indicate a need for an effective socio-professional network between the prospective and cooperating teachers during practice teaching. The study provides suggestions to involve the dyad members in the planning and application stages of the practice teaching experience.

URI

https://hdl.handle.net/11511/75945

Journal

AUSTRALIAN JOURNAL OF TEACHER EDUCATION

DOI

https://doi.org/10.14221/AJTE.2014V39N10.10

Collections

Department of Foreign Language Education, Article

Suggestions

OpenMETU
Core

Preparation for an international exchange program: a phenomenological analysis of prospective english language teachers’ lived and imagined experiences Çiftçi, Emrullah Yasin; Karaman, Abdullah Cendel; Department of English Language Teaching (2016) Since the Erasmus exchange program promises sociocultural experiences in different cross-cultural and educational contexts, it can contribute to the development of prospective English language teachers. However, participants’ preparation experiences and thought patterns prior to the program may influence the quality and outcomes of the sociocultural experiences abroad. This study, therefore, aimed to explore preparation experiences of three Turkish prospective English language teachers who chose to study in...
Investigating ELT instructors' perceived competencies: challenges and suggestions Canbolat, Nilay; Daloğlu, Ayşegül; Department of English Literature (2013) This study aims at finding out instructors’ perceived competencies in Teachers of English to Speakers of Other Languages (TESOL) and Ministry of Education (MONE) competencies, and accordingly exploring strengths and weaknesses of the ELT undergraduate program as well as providing suggestions for a more effective and fruitful program. At the first phase of the research, a questionnaire is given to seventy-five participants, working in the department of Foreign Languages at various universities. For the secon...
Supervisors effective practices of providing feedback to EFL social science doctoral students during Co authorship for publication Can, Gülfidan (2015-06-12) The purpose of this study is to explore supervisors’ effective practices of providing feedback to their English as Foreign Language (EFL) doctoral students to facilitate students’ development as researchers and scholars during their co-authorship activities for publication. This study further provides information regarding students’ needs and challenges they frequently face during academic writing, co-authorship, and publishing as perceived by supervisors and students. The study utilized Qualitative Resear...
Beginning early childhood education teachers' struggle with inclusion in Turkey Temiz, Zeynep; Haser, Çiğdem (2017-01-01) The purpose of this study was to investigate Turkish early childhood education teachers' perception of inclusion before they started their teaching profession and to explore their experiences with the children with disabilities in their first year of teaching. Sixteen Turkish pre-service teachers were first interviewed when they completed the teacher education programme about their expectations of inclusion practices in their future career. Four participants among the 16 teachers started to teach children w...
University preparatory school instructors' self-efficacy beliefs Can, Seçki; Daloğlu, Ayşegül; Department of English Language Teaching (2019) The purpose of this study is to investigate university preparatory school instructors’ self-efficacy beliefs in teaching English and its interaction with their background characteristics, reported proficiency level in English and their perceived use of teaching strategies with a specific emphasis to three sub-dimensions of self-efficacy. To achieve these aims, the present study employed a mixed methods design which consisted of two main stages. In the first stage, a questionnaire consistinged of four parts ...

Citation Formats

B. Eröz Tuğa, “Mentoring expectations and experiences of prospective and cooperating Teachers during practice teaching,” AUSTRALIAN JOURNAL OF TEACHER EDUCATION, pp. 146–168, 2014, Accessed: 00, 2021. [Online]. Available: https://hdl.handle.net/11511/75945.