Preservice English Teachers' Preparedness to Teach: Stakeholders' Perceptions in Teaching Practicum
Yükleniyor...
Tarih
2023
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
SAGE Publications Inc.
Erişim Hakkı
info:eu-repo/semantics/closedAccess
Özet
Preservice English language teachers (PSTs) realize and shape their perceptions regarding preparedness to teach during their education. However, being prepared to teach is complex and multifaceted and requires individual factors and interaction with context and other people. Therefore, understanding it from stakeholders’ lens is needed. Within a descriptive and exploratory design, one-on-one, semistructured interviews were conducted with 8 faculty advisors (FAs) and 11 cooperating teachers (CTs) supervising PSTs in primary, secondary, and high schools in a northwestern city in Türkiye. The data collected in teaching practicum stage of field experience was coded and categorized via constant comparison method of analysis. The FAs, except for few issues, regarded the PSTs as unprepared to teach, while the CTs did as prepared to teach. The emergence of a perception gap could show lack of common understanding and mismatch between the stakeholders’ perceptions regarding their standards of and approaches toward high-quality teacher preparation.
Açıklama
Anahtar Kelimeler
English teacher education, Field experiences, Preservice teacher education, Qualitative research, Supervision
Kaynak
Journal of Teacher Education
WoS Q Değeri
Q1
Scopus Q Değeri
Cilt
Sayı
Künye
Çelik, H., & Zehir Topkaya, E. (2023). Preservice English Teachers’ Preparedness to Teach: Stakeholders’ Perceptions in Teaching Practicum. Journal of Teacher Education. https://doi.org/10.1177/00224871231185369
