An Examination on Views on Teaching Practicum Held by Associate Teachers: A Qualitative Case Study
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Date
2022
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Edith Cowan Univ
Access Rights
info:eu-repo/semantics/closedAccess
Abstract
Seeing the significance of exploring associate teachers' views about teaching practicum, this qualitative case study aims to seek answers to the questions of what the self -perceived roles of four Turkish associate teachers in teaching practicum are and what their perceptions concerning the adequacy of the length of teaching practicum in Turkey are. Additionally, the present research targets finding answers to the questions of whether teaching practicum contributed to the professional development of the last trainee teachers the associate teachers have mentored and if mentoring fosters their own professional development. The results indicated they considered offering professional and emotional support to trainee teachers as their pivotal roles in teaching practicum and the length of teaching practicum as insufficient. The findings also demonstrated that the associate teachers believed teaching practicum substantially contributed to the professional development of the last trainee teachers they had mentored and mentoring enhanced their own professional development.
Description
Keywords
Preservice Teachers, Mentor, Perceptions, Education, Roles, Participation, Experiences, Improvement
Journal or Series
Australian Journal of Teacher Education
WoS Q Value
N/A
Scopus Q Value
Volume
47
Issue
2
