Investigating the Impacts of Previous and Current Learning Experiences on Student Teachers' Teaching Experiences

Autor/in	Ögeyik, Muhlise Cosgun
Titel	Investigating the Impacts of Previous and Current Learning Experiences on Student Teachers' Teaching Experiences
Quelle	In: Educational Sciences: Theory and Practice, 16 (2016) 5, S.1503-1530 (28 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1303-0485
Schlagwörter	Student Teachers; Teaching Experience; English (Second Language); Second Language Learning; Second Language Instruction; Foreign Countries; Microteaching; Undergraduate Students; Teaching Methods; Educational Objectives; Learning Experience; Teacher Education; Likert Scales; Mixed Methods Research; Language Teachers; Turkey + Suchen Sie Ihr Suchwort? Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Educational objective; Bildungsziel; Erziehungsziel; Lernerfahrung; Lehrerausbildung; Lehrerbildung; Likert-Skala; Language teacher; Sprachunterricht; Türkei
Abstract	This study investigated the impacts of the previous and current learning experiences of the student teachers on their microteaching practices. The study pursued threefold research goals: to diagnose the microteaching stance, to treat it, and to explore and evaluate the progress. The participants were 24 undergraduate third year student teachers attending the English Language Teaching (ELT) Department at a Turkish University. Two types of research were used for data collection: "ex post facto research" to scrutinize the previous learning experiences and teacher cognitions of the participants and "phenomenographic research" to specify their current performance in microteaching practices in terms of (1) professionally self-development; (2) sharing others' experiences; (3) developing educational aims; (4) enhancing skills development; (5) focusing on learners; and (6) negative impacts of microteaching. Depending on the ex post facto data, it was assumed that the previous learning experiences and teacher cognitions of the student teachers might have had some undesirable impacts on shaping their teaching perception. Drawing on the perspectives of the student teachers who were exposed to treatment process, it was noticed that the treatment process assisted them to participate in a more constructive and functional manner in microteaching practices. (As Provided).
Anmerkungen	Educational Consultancy, Ltd (EDAM). Kisikli Mh. Alemdag Cd. Yan Yol Sk., SBK Is Merkezi No:5 Kat:1, Uskudar-Istanbul, 34692 Turkey. Tel: +90-216-481-30-23; Fax: +90-216-481-31-36; e-mail: editor@edam.com.tr; Web site: http://www.estp.com.tr/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01