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PRESERVICE SCIENCE TEACHERS’ VIEWS ON THE TRAINEESHIP APPLICATIONS

Year 2015, Volume: 3 Issue: 5, 144 - 165, 25.06.2015

Abstract

The purpose of this inquiry is to reveal the preservice science teachers’ views toward the traineeship in school experience course. The participants of this qualitative research were 18 volunteered teacher candidates studying at the Department of Primary Science Education in Dicle University, Diyarbakır, Turkey. The data used in this study was gathered through face-to-face interviews by the researchers. When evaluated the opinions of preservice science teachers about traineeship applications in School Experience I Course, the most of the trainees reported that they encountered problems with their guiding teachers and school administrations. However, it was seen that they were able to take important lessons from these negative situations. Nevertheless, although the all negative situation they faced, the preservice science teachers suggested traineeship experience to start earlier education levels. Overall, in order to make effective traineeship application for teacher candidates’ sake, collaboration of school-faculty should improve; an evaluation mechanism should be prepared to assess guiding teachers and school administrators; inservice teachers should take inservice training to cope with trainees especially for communication and becoming model for them.

Key words: Preservice science teacher, traineeship, school experience, view

References

  • Aydın, A. (2012). Sınıf yönetimi [Classroom management]. Ankara: Pegem Pub.
  • Aydın, S., Selçuk, A., & Yeşilyurt, M. (2007). The effect of “school experience II” on pre-service elementary teachers (Yuzuncu Yıl unıversıty sample). Yüzüncü Yıl Üniversity Journal of Education Faculty, 4(2), 75-90.
  • Azar, A. (2003). Reflection of the opinions of their school experience and teaching practice courses. Journal of National Education, 159.
  • Babbie, E. R. (2010). The Practice of Social Research (12th ed.). Belmont, CA: Wadsworth Cengage.
  • Beck, C., & Kosnik, C. (2000). Associate teachers in preservice education: Clarifying and enhancing their role. Journal of Education for Teaching, 26(3), 207-224.
  • Boz, N., & Boz, Y. (2006). Do prospective teachers get enough experience in school placements? Journal of Education for Teaching, 32(4), 353-368.
  • Brickhouse, N., & Bodner, G. M. (1992). The beginning science teacher: Classroom narratives of convictions and constraints. Journal of Research in Science Teaching, 29(5), 471-485.
  • Britzman, D. (1991) Practice makes practice: A critical study of learning to teach. New York: State University of New York Press.
  • Brooks, V., & Sikes, P. (1997). The good mentor guide: initial teacher education in secondary schools. Buckingham: Open University Press.
  • Burton, D. (1998). The changing role of the university tutor within school-based initial teacher education: Issues of role contingency and complementarity within a secondary partnership scheme. Journal of Education for Teaching, 24(2), 129-146.
  • Çetin, Ö. F., & Bulut, H. (2002). An investigation of practice teachers’ and teacher candidates’’ evaluation school practicum courses, Erzincan University Journal of Education Faculty, 4(2), 69-75.
  • Çil, N., & Çapa, Y. (1998, October). Evaluation of teacher candidates’ attitudes concerning teaching profession. K.T.Ü. III. National Science Education Symposium, Trabzon.
  • Eraslan, A. (2009). Prospective mathematics teachers’ opinions on ‘teaching practice’. Necatibey Faculty of Education, Electronic Journal of Science and Mathematics Education, 3(1), 207-221.
  • Ergünes, Y. (2005). Evaluating whether school experience course activities are done by students in accordance with the course objectives. Balıkesir University Journal of Social Science Institute, 8(13), 106-128.
  • Fraenkel, J. R., & Wallen, N. E. (2006). How to design and evaluate research in education with PowerWeb (6th ed.). New York, NY: McGraw-Hill.
  • Güzel, H., & Oral, T. (2008). A study on school practice activities of students in department of teaching OFMAE in education faculty in Selcuk University. Selçuk University Journal of Ahmet Keleşoğlu Education Faculty, (25), 249-261.
  • Harmandar, M., Bayrakçeken, S., Kıncal, R. Y., Büyükkasap, E., & Kızılkaya, S. (2000). Evaluation of results of “school experience” application in Kazım Karabekir Education Faculty. Journal of National Education, (148).
  • Hones, D. F. (2000). Building bridges among university, school, and community. In K. E. Johnson, (Ed.). Teacher education. (pp. 11-27). Alexandria, VA: TESOL.
  • Kiraz, E. (2002). Supervising teachers’ function in professional development of teacher candidates during preservice education. Educational Sciences and Practice, 1(2), 183-196.
  • McIntyre, J. D., Byrd, D. M., & Foxx, S. M. (1996). Field and laboratory experiences. In: J. Sikula, T. J. Buttery & E. Guyton (Eds). Handbook of research on teacher education (2nd ed., pp.171-193). New York: Simon & Schuster Macmillan.
  • MEB (Ministry of National Education). (1998). Öğretmen adaylarının Milli Eğitim Bakanlığına bağlı eğitim öğretim kurumlarında yapacakları öğretmenlik uygulamasına ilişkin yönerge [The Guidelines related teacher candidates will do teaching practice in education institutions connected of Ministry of National Education]. Ankara: General Directorate of Teacher Training and Education.
  • Miles, M. B., & Huberman, M. A. (1994). Qualitative Analysis: An Expanded sourcebook (2nd ed.). Thousand Oaks, CA: Sage.
  • Oğuz, A. (2004). The impact of school experience I course on teacher candidates. Dumlupınar University Journal of Social Science Institute, 11, 141-163.
  • Ören, F. Ş., Sevinç, Ö. S., & Erdoğmuş, E. (2009). Assessing Teacher Candidates’ Attitudes and Views towards School Experience Courses. Educational Administration: Theory and Practice, 15(58), 217-246.
  • Özdemir, A. Ş., & Çanakçı, O. (2005). The effect of “School Experience I” course on Turkish pre-service elementary mathematics teachers’ understandings about the concepts of teaching- learning and student and teacher roles. Elementary Education Online, 4(1), 73-80.
  • Özkan, H. H., Albayrak, M., & Berber, K., (2005). The role of teaching practice by teacher candidates practice in primary schools on their training. Journal of National Education, 33(168).
  • Richardson, V. (1996). The roles of attitudes and beliefs in learning to teach. In J. Sikula, T. J. Buttery, & E. Guyton (Eds.), Handbook of research on teacher education (2nd ed., pp. 102-119). New York: Macmillan.
  • Sevim, S., & Ayas, A. (2002, September). Reorganization of activities of school experience I and its effectiveness. National Science and Mathematics Education Congress, Ankara.
  • Stake, R. E. (1994). Case studies. In Denzin, N.K. and Lincoln, Y.S. (Eds.), Handbook of Qualitative Research, (pp. 236-247). Thousand Oaks, CA: Sage.
  • Stephens, P., & Crawley, T. (1994). Becoming an effective teacher. England: Stankey Thornes.
  • Turgut M., Yılmaz, S., & Firüzan A. R. (2008). A study on the evaluation of implementation process of school experience. Journal of University and Society, 8(2), 1-26.
  • Wong J. L. N., & Tsui A. B. M. (2007). How do teachers view the effects of school-based in-service learning activities? A case study in China. Journal of Education for Teaching, 33(4), 457–470.
  • Yapıcı, Ş., & Yapıcı, M. (2004). Pre-service teachers’ opinions about school experience 1 course. Elementary Education Online, 3(2) 54-59.
  • Yıldırım, A., & Şimşek, H. (2013). Sosyal bilimlerde nitel araştırma yöntemleri (9th ed.) [Qualitative research methods in social sciences]. Ankara: Seçkin Pub.
  • Yıldız, H. (2006). The evaluation of school experience II course that is involved CHE/WB national educational development project. Unpublished master thesis, Cumhuriyet University Institute of Social Sciences, Sivas.
  • YÖK (Turkish Council of Higher Education) (1998a). Eğitim fakülteleri öğretmen yetiştirme programlarının yeniden düzenlenmesi [Reorganization of teacher education programs in colleges of education].
  • Ankara: Higher Education Council.
  • YÖK (Turkish Council of Higher Education) (1998b). Eğitim fakültesi öğretmen yetiştirme lisans programları [Teacher education bachelors programs in colleges of education]. Ankara: Higher Education Council.
  • YÖK (Turkish Council of Higher Education) (2007). Öğretmen yetiştirme ve eğitim fakülteleri (1982-2007) [Teacher education and education faculties (1982-2007)]. Ankara: Higher Education Council.

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Year 2015, Volume: 3 Issue: 5, 144 - 165, 25.06.2015

Abstract

Bu çalışmanın amacı fen bilgisi öğretmen adaylarının Okul Deneyimi dersindeki staja yönelik görüşlerini incelemektir. Bu nitel çalışmanın katılımcıları Dicle Üniversitesi’nde okul deneyimi dersini almış olan 18 gönüllü fen bilgisi öğretmen adayıdır. Çalışmada kullanılan veriler yüz yüze görüşmeler ile toplanmıştır. Öğretmen adaylarının Okul Deneyimi I dersindeki staj uygulamalarına yönelik görüşleri değerlendirildiğinde, çoğu katılımcının rehber öğretmenleri ve uygulama okulu idarecileri ile sıkıntılar yaşadığı görülmüştür. Ancak öğretmen adaylarının yaşadıkları sıkıntılı durumlardan çıkardıklarını da ifade ettikleri tespit edilmiştir. Her ne kadar olumsuzluklarla yüzleşmiş olsalar da, öğretmen adaylarının genel olarak staj deneyiminin daha erken sınıf düzeylerinde başlaması gerektiğini belirtmişlerdir. Sonuç olarak, öğretmen adaylarının yararına olacak etkin bir staj uygulaması için okulüniversite işbirliğinin güçlendirilmesi, rehber öğretmenleri değerlendirilmelerine mekanizmanın for communication and becoming model for them. eğitimler almaları gerektiği düşünülmektedir. Key words: Preservice science teacher

References

  • Aydın, A. (2012). Sınıf yönetimi [Classroom management]. Ankara: Pegem Pub.
  • Aydın, S., Selçuk, A., & Yeşilyurt, M. (2007). The effect of “school experience II” on pre-service elementary teachers (Yuzuncu Yıl unıversıty sample). Yüzüncü Yıl Üniversity Journal of Education Faculty, 4(2), 75-90.
  • Azar, A. (2003). Reflection of the opinions of their school experience and teaching practice courses. Journal of National Education, 159.
  • Babbie, E. R. (2010). The Practice of Social Research (12th ed.). Belmont, CA: Wadsworth Cengage.
  • Beck, C., & Kosnik, C. (2000). Associate teachers in preservice education: Clarifying and enhancing their role. Journal of Education for Teaching, 26(3), 207-224.
  • Boz, N., & Boz, Y. (2006). Do prospective teachers get enough experience in school placements? Journal of Education for Teaching, 32(4), 353-368.
  • Brickhouse, N., & Bodner, G. M. (1992). The beginning science teacher: Classroom narratives of convictions and constraints. Journal of Research in Science Teaching, 29(5), 471-485.
  • Britzman, D. (1991) Practice makes practice: A critical study of learning to teach. New York: State University of New York Press.
  • Brooks, V., & Sikes, P. (1997). The good mentor guide: initial teacher education in secondary schools. Buckingham: Open University Press.
  • Burton, D. (1998). The changing role of the university tutor within school-based initial teacher education: Issues of role contingency and complementarity within a secondary partnership scheme. Journal of Education for Teaching, 24(2), 129-146.
  • Çetin, Ö. F., & Bulut, H. (2002). An investigation of practice teachers’ and teacher candidates’’ evaluation school practicum courses, Erzincan University Journal of Education Faculty, 4(2), 69-75.
  • Çil, N., & Çapa, Y. (1998, October). Evaluation of teacher candidates’ attitudes concerning teaching profession. K.T.Ü. III. National Science Education Symposium, Trabzon.
  • Eraslan, A. (2009). Prospective mathematics teachers’ opinions on ‘teaching practice’. Necatibey Faculty of Education, Electronic Journal of Science and Mathematics Education, 3(1), 207-221.
  • Ergünes, Y. (2005). Evaluating whether school experience course activities are done by students in accordance with the course objectives. Balıkesir University Journal of Social Science Institute, 8(13), 106-128.
  • Fraenkel, J. R., & Wallen, N. E. (2006). How to design and evaluate research in education with PowerWeb (6th ed.). New York, NY: McGraw-Hill.
  • Güzel, H., & Oral, T. (2008). A study on school practice activities of students in department of teaching OFMAE in education faculty in Selcuk University. Selçuk University Journal of Ahmet Keleşoğlu Education Faculty, (25), 249-261.
  • Harmandar, M., Bayrakçeken, S., Kıncal, R. Y., Büyükkasap, E., & Kızılkaya, S. (2000). Evaluation of results of “school experience” application in Kazım Karabekir Education Faculty. Journal of National Education, (148).
  • Hones, D. F. (2000). Building bridges among university, school, and community. In K. E. Johnson, (Ed.). Teacher education. (pp. 11-27). Alexandria, VA: TESOL.
  • Kiraz, E. (2002). Supervising teachers’ function in professional development of teacher candidates during preservice education. Educational Sciences and Practice, 1(2), 183-196.
  • McIntyre, J. D., Byrd, D. M., & Foxx, S. M. (1996). Field and laboratory experiences. In: J. Sikula, T. J. Buttery & E. Guyton (Eds). Handbook of research on teacher education (2nd ed., pp.171-193). New York: Simon & Schuster Macmillan.
  • MEB (Ministry of National Education). (1998). Öğretmen adaylarının Milli Eğitim Bakanlığına bağlı eğitim öğretim kurumlarında yapacakları öğretmenlik uygulamasına ilişkin yönerge [The Guidelines related teacher candidates will do teaching practice in education institutions connected of Ministry of National Education]. Ankara: General Directorate of Teacher Training and Education.
  • Miles, M. B., & Huberman, M. A. (1994). Qualitative Analysis: An Expanded sourcebook (2nd ed.). Thousand Oaks, CA: Sage.
  • Oğuz, A. (2004). The impact of school experience I course on teacher candidates. Dumlupınar University Journal of Social Science Institute, 11, 141-163.
  • Ören, F. Ş., Sevinç, Ö. S., & Erdoğmuş, E. (2009). Assessing Teacher Candidates’ Attitudes and Views towards School Experience Courses. Educational Administration: Theory and Practice, 15(58), 217-246.
  • Özdemir, A. Ş., & Çanakçı, O. (2005). The effect of “School Experience I” course on Turkish pre-service elementary mathematics teachers’ understandings about the concepts of teaching- learning and student and teacher roles. Elementary Education Online, 4(1), 73-80.
  • Özkan, H. H., Albayrak, M., & Berber, K., (2005). The role of teaching practice by teacher candidates practice in primary schools on their training. Journal of National Education, 33(168).
  • Richardson, V. (1996). The roles of attitudes and beliefs in learning to teach. In J. Sikula, T. J. Buttery, & E. Guyton (Eds.), Handbook of research on teacher education (2nd ed., pp. 102-119). New York: Macmillan.
  • Sevim, S., & Ayas, A. (2002, September). Reorganization of activities of school experience I and its effectiveness. National Science and Mathematics Education Congress, Ankara.
  • Stake, R. E. (1994). Case studies. In Denzin, N.K. and Lincoln, Y.S. (Eds.), Handbook of Qualitative Research, (pp. 236-247). Thousand Oaks, CA: Sage.
  • Stephens, P., & Crawley, T. (1994). Becoming an effective teacher. England: Stankey Thornes.
  • Turgut M., Yılmaz, S., & Firüzan A. R. (2008). A study on the evaluation of implementation process of school experience. Journal of University and Society, 8(2), 1-26.
  • Wong J. L. N., & Tsui A. B. M. (2007). How do teachers view the effects of school-based in-service learning activities? A case study in China. Journal of Education for Teaching, 33(4), 457–470.
  • Yapıcı, Ş., & Yapıcı, M. (2004). Pre-service teachers’ opinions about school experience 1 course. Elementary Education Online, 3(2) 54-59.
  • Yıldırım, A., & Şimşek, H. (2013). Sosyal bilimlerde nitel araştırma yöntemleri (9th ed.) [Qualitative research methods in social sciences]. Ankara: Seçkin Pub.
  • Yıldız, H. (2006). The evaluation of school experience II course that is involved CHE/WB national educational development project. Unpublished master thesis, Cumhuriyet University Institute of Social Sciences, Sivas.
  • YÖK (Turkish Council of Higher Education) (1998a). Eğitim fakülteleri öğretmen yetiştirme programlarının yeniden düzenlenmesi [Reorganization of teacher education programs in colleges of education].
  • Ankara: Higher Education Council.
  • YÖK (Turkish Council of Higher Education) (1998b). Eğitim fakültesi öğretmen yetiştirme lisans programları [Teacher education bachelors programs in colleges of education]. Ankara: Higher Education Council.
  • YÖK (Turkish Council of Higher Education) (2007). Öğretmen yetiştirme ve eğitim fakülteleri (1982-2007) [Teacher education and education faculties (1982-2007)]. Ankara: Higher Education Council.
There are 39 citations in total.

Details

Primary Language English
Journal Section Research Article
Authors

Cemal Aküzüm

Murat Berat Uçar This is me

Fatma Melike Hıdıroğlu This is me

Publication Date June 25, 2015
Submission Date April 22, 2015
Published in Issue Year 2015 Volume: 3 Issue: 5

Cite

APA Aküzüm, C., Uçar, M. B., & Hıdıroğlu, F. M. (2015). PRESERVICE SCIENCE TEACHERS’ VIEWS ON THE TRAINEESHIP APPLICATIONS. Journal of Computer and Education Research, 3(5), 144-165. https://doi.org/10.18009/jcer.74767

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