Student teachers in the classroom: their perceptions of teaching practice

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dc.authoridŞahin Taşkın, Çiğdem / 0000-0002-6341-5380
dc.authoridŞahin Taşkın, Çiğdem / 0000-0002-7845-3558
dc.contributor.authorŞahin Taşkın, Çiğdem
dc.date.accessioned2025-01-27T21:13:21Z
dc.date.available2025-01-27T21:13:21Z
dc.date.issued2006
dc.departmentÇanakkale Onsekiz Mart Üniversitesi
dc.description.abstractThis paper examines student teachers' perceptions of the course of school experience in a teacher education programme in Turkey. Data were obtained through interviewing student teachers in Canakkale Onsekiz Mart University, Turkey. In order to analyse the data, Strauss and Corbin's grounded theory methodology was adapted. The analysis revealed that although the current teacher education programme put emphasis on effective practical training, in some circumstances student teachers feel that their chances of gaining real teaching experiences are minimal. The study suggests that there is a need for further strengthening the existing school-university partnership in teacher education.
dc.identifier.doi10.1080/03055690600948091
dc.identifier.endpage398
dc.identifier.issn0305-5698
dc.identifier.issn1465-3400
dc.identifier.issue4
dc.identifier.scopus2-s2.0-33750335786
dc.identifier.scopusqualityQ1
dc.identifier.startpage387
dc.identifier.urihttps://doi.org/10.1080/03055690600948091
dc.identifier.urihttps://hdl.handle.net/20.500.12428/28390
dc.identifier.volume32
dc.identifier.wosWOS:000241401400005
dc.identifier.wosqualityQ4
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.language.isoen
dc.publisherRoutledge Journals, Taylor & Francis Ltd
dc.relation.ispartofEducational Studies
dc.relation.publicationcategoryinfo:eu-repo/semantics/openAccess
dc.rightsinfo:eu-repo/semantics/closedAccess
dc.snmzKA_WoS_20250125
dc.subjectstudent teachers
dc.subjectteacher education
dc.subjectteaching practice
dc.subjectpre-service education
dc.subjectprimary education
dc.subjectgrounded theory
dc.titleStudent teachers in the classroom: their perceptions of teaching practice
dc.typeArticle

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