Pre-service English Language Teachers’ State of Preparedness to Teach and Its Sources in Field Experience

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dc.authoridZehir Topkaya, Ece / 0000-0001-5364-7551
dc.contributor.authorÇelik, Handan
dc.contributor.authorZehir Topkaya, Ece
dc.date.accessioned2025-01-27T19:15:03Z
dc.date.available2025-01-27T19:15:03Z
dc.date.issued2023
dc.departmentÇanakkale Onsekiz Mart Üniversitesi
dc.description.abstractThis study examined senior pre-service English teachers’ (PSTs) state of preparedness to teach and its sources during their field experience in practicum schools. In a longitudinal descriptive design, including school experience and teaching practicum phases, one-on-one, semi-structured interviews were conducted with 30 PSTs. Cross-sectional and retrospective data were collected and analyzed through constant comparison method. In the beginning of the entire process, the PSTs were observed to be either prepared or not prepared to teach. However, as the field experience continued, those who felt somehow prepared to teach emerged. Besides, despite obvious decrease in their number over the field experience, those who felt prepared to teach were more compared to those who were not prepared or somehow prepared to teach. Although the PSTs attached their preparedness to teach to higher teaching-efficacy perceptions and their unpreparedness to teach to untested teaching competencies before experiencing field experience, having been through the process, they were observed to put strong emphasis on their fulfilled professional and developmental needs by their school-based mentors. Despite variations and fluctuations in the sources that the PSTs attached their preparedness to teach to, and among others such as perceptions of higher teaching efficacy, the findings revealed the pivotal role that school-based mentoring played upon the development of PSTs’ preparedness to teach.
dc.identifier.doi10.14686/buefad.1059588
dc.identifier.endpage389
dc.identifier.issn1308-7177
dc.identifier.issue2
dc.identifier.startpage372
dc.identifier.trdizinid1164913
dc.identifier.urihttps://doi.org/10.14686/buefad.1059588
dc.identifier.urihttps://search.trdizin.gov.tr/tr/yayin/detay/1164913
dc.identifier.urihttps://hdl.handle.net/20.500.12428/14688
dc.identifier.volume12
dc.indekslendigikaynakTR-Dizin
dc.language.isoen
dc.publisherBartın University
dc.relation.ispartofBartın University Journal of Faculty of Education
dc.relation.publicationcategoryMakale - Ulusal Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/openAccess
dc.snmzKA_TRD_20250125
dc.subjectfield experience
dc.subjectpre-service teacher education
dc.subjectpreparedness to teach
dc.subjectschool-based mentoring
dc.subjectöğretmenlik uygulaması
dc.subjectokul-tabanlı mentörlük
dc.subjectöğretmen adayı eğitimi
dc.subjectöğretmeye hazırbulunuşluk
dc.titlePre-service English Language Teachers’ State of Preparedness to Teach and Its Sources in Field Experience
dc.title.alternativeÖğretmenlik Uygulamasında İngilizce Öğretmeni Adaylarının Öğretmeye Hazırbulunuşluk Durumları ve Onun Kaynakları
dc.typeArticle

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