Academic journal article Kuram ve Uygulamada Egitim Bilimleri

Examining the Training Process of a New Teacher Educator in the Field of the Education of the Hearing Impaired

Academic journal article Kuram ve Uygulamada Egitim Bilimleri

Examining the Training Process of a New Teacher Educator in the Field of the Education of the Hearing Impaired

Article excerpt

Abstract

Training of beginning teacher educators has become a popular topic in the literature. This study aimed to investigate the training procedures of a new teacher educator who would be working in the division of the hearing m pal red. The study was designed as action research and a new teacher educator, an experienced teacher educator and an academic experienced in the areas of hearing impairments and qualitative research participated ir the study. The data collection techniques included researcher diary, documents, interviews, evaluation forms audio and video tape recordings. The analyses revealed that the process took six phases to complete which were observation", 'evaluation under the control of the experienced teacher educator", "independent evaluation" 're-evaluation under the control of the experienced teacher educator", "semi-independent evaluation" and "full ndependent evaluation". It was seen that throughout the process, the roles and responsibilities of the teacher educators changed and that these changes were unigue to each stage. Another finding was that the procedures were very beneficial for the researcher who was both a teacher educator and a classroom teacher.

Key Words

Teacher Preparation, Teacher Educator, New Teacher Educators, New Teacher Educator Training Process Action Research

The teaching practice studies included in pre-service teacher training programs are important elements for training qualified teachers (Snoek & Zogla, 2009). Recently, the background, experience and qualifications of teacher educators (TE) responsible for teaching practice have been considered to be of great importance for the success of the training of teachers (Cochran-Smith, 2005; Dinkelman, Margolis, & Sikkenga, 2006; Ducharme & Ducharme, 1996; Koerner, Rust, & Baumgartner, 2002; Korthagen, Loughran, & Lunenberg, 2005; Liebhaber, 2000; Murray, Swennen, & Shagrir, 2008; Swennen & VanDer Klink, 2009; Timmer- man, 2009; Zeichner, 2005). It is said that teacher educators should be primarily experienced in classroom teaching (Murray & Male, 2005) and they should be competent in the fields of education sciences, communication and research (Boyd, Harris, & Murray, 2007; Bullough, 2005; Guilfoyle, Hamilton, Pinnegar, & Placier, 1997; Harrison & McKeon, 2008). Considering hearing impaired students, the reason for these competencies can be further understood. This is because the hearing deficiencies of hearing impaired students negatively affect their communicative skills, which leads to many diversified requirements in social, cognitive and academic fields. These requirements can only be met by the teachers who have the required knowledge and experience, who have been trained by competent teacher educators (Christensen & Luckner, 1995; Easterbrooks, 1999; Lartz & Litchfield, 2006; Schirmer, 2008). Consequently, it is strongly emphasized that new teacher educators (NTE) should participated in a good training process in order to acquire professional competence, NTE seem (Swennen & VanDer Klink, 2009; Ziechner, 2005). Despite this emphasis, the studies show that there are some problems regarding the training of NTEs (Daane, 2000; Ducharme & Ducharme, 1996; Murray, 2005; Rodgers & Keil, 2007; Van Velzen, Klink, Swennen, & Yaffe, 2008; Yusko, 2004). These studies also show that NTE are not aware of their roles and responsibilities in the practical studies and they do not have competence in guiding prospective teachers since they have not gone through a training process. The opinions, problems and teaching perceptions of prospective teachers regarding teaching practice in pre-service teacher training in every part of the educational system in Turkey have been discussed (Birgin, Çatlioglu, Kutluca, & Aydin, 2009; Çiçek & ince, 2005; Dedeoglu, Durali & Kis, 2004; Eraslan, 2009; Ergenekon, Özen & Batu, 2008; Gökçe & Demirhan, 2005; Köroglu, Baser & Yavuz, 2000; Paker, 2005; $isman & Acat, 2003; Ulusoy 2009). …

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