A comprehensive evaluation of practicum experience: from the viewpoint preservice EFL teachers
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Date
2019
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Informascope
Access Rights
info:eu-repo/semantics/openAccess
Abstract
Practicum is regarded to be a pivotal component of initial teacher education programs and
such a considerable significance taken on by practicum necessitates more research regardless
of the abundance of research on it. This case study explores a) how eight preservice EFL
teachers (PEFLTs) evaluated the overall effectiveness of the practicum they took in the last
term of the English language teacher education program they were enrolled in, b) the impact
of keeping diaries and filling out self-evaluation forms on their professional learning, c) to
what extent the courses offered at the program supported them in real teaching, and d) what
they would change in the structure of practicum if they had the chance to do so. The results
yielded by the inductive analysis of the data drawn from focus group interviews, the data
from diaries and self-evaluation forms showed that PEFLTs deemed practicum experience
crucial for both their professional learning and putting subject knowledge into practice while
stating a set of negative experiences they had in practicum. The findings also reported that
reflecting on practicum experiences helped them enhance their professional learning.
Besides, the courses taken at university were not recognized as adequate to prepare PEFLTs
for real teaching.
Description
Keywords
Associate teachers, Initial teacher education program, PEFLTs, PEFLTs’ evaluations of practicum
Journal or Series
IOJET
WoS Q Value
Scopus Q Value
Volume
6
Issue
4
Citation
Koşar, G. & Bedir, H. (2019). A comprehensive evaluation of practicum experience: From the view of preservice EFL teachers. International Online Journal of Education and Teaching (IOJET), 6(4). 1001-1016.
