Pre-service EFL teacher learning during the practicum : a multiple case study in a context of systemic dissonance
This study examines the contribution of the practicum to student teacher learning and investigates the factors hindering or facilitating such learning in a pre-service English language teacher education context in Turkey. For the purposes of the study, student teacher learning is defined as a change in student teachersâ stated cognitions and teaching practices. Adopting a sociocultural perspective to learning, it is assumed that any learning that takes place would be mediated by the socialisation of the student teachers into the practicum context. Qualitative longitudinal research was conducted into five cases of student teachers situated within their supervision triads through classroom observations, semi-structured and video stimulated interviews. Drawn from narrative and thematic analysis of the data, the findings show that during the practicum, the student teachers gained basic instructional skills, recognised tensions between the ideals promoted by the teacher education programme and the realities of the classrooms, strove mainly to survive the assessed practicum and to develop a perception of themselves as teachers. While the student teachers benefited from practising teaching in real language classrooms,
Bulut, Melike
Pre-service EFL teacher learning during the practicum : a multiple case study in a context of systemic dissonance. This study examines the contribution of the practicum to student teacher learning and investigates the factors hindering or facilitating such learning in a pre-service English language teacher education context in Turkey. For the purposes of the study, student teacher learning is defined as a change in student teachersâ stated cognitions and teaching practices. Adopting a sociocultural perspective to learning, it is assumed that any learning that takes place would be mediated by the socialisation of the student teachers into the practicum context. Qualitative longitudinal research was conducted into five cases of student teachers situated within their supervision triads through classroom observations, semi-structured and video stimulated interviews. Drawn from narrative and thematic analysis of the data, the findings show that during the practicum, the student teachers gained basic instructional skills, recognised tensions between the ideals promoted by the teacher education programme and the realities of the classrooms, strove mainly to survive the assessed practicum and to develop a perception of themselves as teachers. While the student teachers benefited from practising teaching in real language classrooms,
pre_service efl_teacher learn multiple_case study context systemic study_examines student_teacher learn investigates factor hinder facilitate learn pre_service english_language teacher_education context turkey purpose_study student_teacher learning define change student_teacher state cognition teach_practice adopting sociocultural perspective learning assume learn take_place would mediate socialisation student_teacher context qualitative longitudinal conduct five_case student_teacher situate_within supervision classroom_observation semi_structured video stimulate interview drawn narrative thematic_analysis data finding_show student_teacher gain basic instructional skill recognise tension ideal promote teacher_education programme reality classroom strive mainly survive assess develop perception teacher student_teacher benefit practise teach real language_classroom