Preservice English Teachers' Preparedness to Teach: Stakeholders' Perceptions in Teaching Practicum

Basit Öğe Kaydı
dc.authorid0000-0001-5364-7551en_US
dc.authorscopusid57211447017en_US
dc.authorwosid-en_US
dc.contributor.authorÇelik, Handan
dc.contributor.authorZehir Topkaya, Ece
dc.date.accessioned2024-01-23T11:37:33Z
dc.date.available2024-01-23T11:37:33Z
dc.date.issued2023en_US
dc.departmentFakülteler, Eğitim Fakültesi, Yabancı Diller Eğitimi Bölümü
dc.description.abstractPreservice 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.en_US
dc.identifier.citationÇelik, H., & Zehir Topkaya, E. (2023). Preservice English Teachers’ Preparedness to Teach: Stakeholders’ Perceptions in Teaching Practicum. Journal of Teacher Education. https://doi.org/10.1177/00224871231185369en_US
dc.identifier.doi10.1177/00224871231185369
dc.identifier.issn0022-4871
dc.identifier.issn1552-7816
dc.identifier.scopus2-s2.0-85164506185
dc.identifier.urihttps://doi.org/10.1177/00224871231185369
dc.identifier.urihttps://hdl.handle.net/20.500.12428/5347
dc.identifier.wosWOS:001022099200001
dc.identifier.wosqualityQ1
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.institutionauthorZehir Topkaya, Ece
dc.language.isoen
dc.publisherSAGE Publications Inc.en_US
dc.relation.ispartofJournal of Teacher Educationen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subjectEnglish teacher educationen_US
dc.subjectField experiencesen_US
dc.subjectPreservice teacher educationen_US
dc.subjectQualitative researchen_US
dc.subjectSupervisionen_US
dc.titlePreservice English Teachers' Preparedness to Teach: Stakeholders' Perceptions in Teaching Practicum
dc.typeArticle

Dosyalar

Orijinal paket
Listeleniyor 1 - 1 / 1
[ X ]
İsim:
Ece_Zehir_Topkaya_Makale.pdf
Boyut:
99.03 KB
Biçim:
Adobe Portable Document Format
Açıklama:
Araştırma Makalesi
İndir
Lisans paketi
Listeleniyor 1 - 1 / 1
[ X ]
İsim:
license.txt
Boyut:
1.44 KB
Biçim:
Item-specific license agreed upon to submission
Açıklama:
İndir

Koleksiyon

WoS İndeksli Yayınlar Koleksiyonu
Scopus İndeksli Yayınlar Koleksiyonu
Yabancı Diller Eğitimi Bölümü Koleksiyonu