A Case Study of How Teaching Practice Process Takes Place

By Uçar, Meltem Yalin | Kuram ve Uygulamada Egitim Bilimleri, Autumn 2012 | Go to article overview

A Case Study of How Teaching Practice Process Takes Place


Uçar, Meltem Yalin, Kuram ve Uygulamada Egitim Bilimleri


Abstract

The process of "learning" carries an important role in the teaching practice which provides teacher candidates with professional development. Being responsible for the learning experiences in that level, co-operating teacher, teacher candidate, mentor and practice school are the important variables which determine the quality of the teaching practice. Opinions of mentors, teacher candidate, and school administrators who make teaching practice are very important in terms of attaining the objectives of the course. Therefore, in the research, qualitative data are obtained through face to face interviews and group discussions with totally 145 participants of whom are 22 administrators of practice schools, 86 mentors and 37 mentees in order to understand how the process of teaching practice takes place. According to the results of the descriptive analysis on the data obtained from seven different regions of Turkey, teaching practice couldn't reach its aim. According to the participants who call this process as "problematic", the process couldn't reach its aim because of such problems as "theoretical knowledge, the time and the duration of the practice, scheduling the practice, affective factors, laws and regulations, communication, quantity related and practical problems".

Key Words

Practice Teaching, Practice School, Mentor, Teacher Candidate, Practice School Administrator.

Today, teacher training programs require scientific basis between theory and experience additionally qualified strategies and autonomous teacher leads the training models (Shulman, 1987). The purpose of the teaching practice process of the teacher training program which is developed depending on their competency within the Higher Education Authority/ The World Bank and National Education Development Project conducted between 1994 and 1998 has been defined as follows: "Teacher candidates are expected to develop their professional competence by conducting lesson in different classes of the practice school, to comprehend the curriculum of their own area of study, to evaluate the text books, to be able to test and make evaluation and they are expected to develop themselves by sharing the experiences they have had during the practice process with their friends and their mentors (Yüksek Ögretim Kurumu [YÖK] & Dünya Bankasi, 1998).

Since teaching training process consists of many factors and that complicated process have been defined by Corcaron (1981) such as:

As intern teacher contacts with school rules, school administration even with parents they do not know who to tend and head through and where to start. Due to all these reasons and method based unknowns, the candidate of teacher might be in shocked that gained knowledge and abilities cannot be transferred (citied in Jhonson, 2002, p.57).

Since the learning has been continuing in different way and it became more complicated level (Reiman & Thies, 1998) in that process. In that complicated process, practise teachers, practise school administers and the staffof the practise school and the teacher candidates have important duties and responsibilities. That school administration, instructor, practise teacher and the use of technology have a meaningful relation with each other (Sahin, Erdogan, & Aktürk, 2008) means that factors aforementioned have vital importance. Tthe fact that candidate teachers have negative approaches (Alakus, Oral, & Mercin, 2005) have been revealed again by cognitive approach in practice process. Teaching practice is an important variable completing the quality dimension of teacher training. However, this process is getting more and more ineffective mostly in the same way all over the world (cited in Kiraz, 2001, p. 85). The quantitative research conducted in our country has supported the views of Shantz. According to the results of this research, the teaching practice process cannot reach its aims because it gets more and more ineffective due to the similar problems experienced in the country (Yalin Uçar, 2008a). …

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