Pre-Service Teachers' Evaluation of Their Mentor Teachers, School Experiences, and Theory-Practice Relationship

Autor/inn/en	Alemdag, Ecenaz; Simsek, Pinar Özdemir
Titel	Pre-Service Teachers' Evaluation of Their Mentor Teachers, School Experiences, and Theory-Practice Relationship
Quelle	In: International Journal of Progressive Education, 13 (2017) 2, S.165-179 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1554-5210
Schlagwörter	Foreign Countries; Preservice Teachers; Teacher Evaluation; Mentors; Educational Experience; Theory Practice Relationship; Case Studies; Classroom Techniques; Cooperating Teachers; Teaching (Occupation); Student Teachers; Interviews; Teacher Education Programs; Faculty Development; Teaching Methods; Information Technology; Qualitative Research; Preservice Teacher Education; Observation; Practicums; Content Analysis; Turkey + Suchen Sie Ihr Suchwort? Ausland; Teacher appraisal; Lehrerbeurteilung; Bildungserfahrung; Theorie-Praxis-Beziehung; Case study; Fallstudie; Case Study; Klassenführung; Co-operation; Cooperation; Teacher; Teachers; Kooperation; Lehrer; Lehrerin; Lehrende; Teaching; Lehrberuf; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Interviewing; Interviewtechnik; Teaching method; Lehrmethode; Unterrichtsmethode; Informationstechnologie; Qualitative Forschung; Lehramtsstudiengang; Lehrerausbildung; Beobachtung; Practicum; Praktikum; Praktika; Inhaltsanalyse; Türkei
Abstract	This case study investigated practicum experiences of pre-service teachers by focusing on their evaluation of mentor teachers, school experiences, and theory-practice relationships. Interviews were conducted with six teacher candidates, and observations in the participants' practice schools were made. The results revealed that mentor teachers had both positive and negative qualities with respect to social support, professional support, and role-modeling mentoring functions. Moreover, pre-service teachers reported that they mostly experienced or felt difficulty in classroom management; parallel with this difficulty, their learning gains in classroom management were the highest. These teachers also emphasized that there was no relationship between theory and practice in teacher education and that developmental psychology and communication courses and those presenting teaching-related cases were effective at building readiness for the teaching profession. Based on the findings, several suggestions for future practices were proposed in the study. (As Provided).
Anmerkungen	International Association of Educators. Egitim Fakultesi Dekanligi, Canakkale Onsekiz Mart University, Canakkale 17100, Turkey. e-mail: secretary@inased.org; Web site: http://www.inased.org/ijpe.htm
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01