Pre-Service Efl Teachers' Reported Concerns and Stress for Practicum in Turkey
Yıl: 2008 Cilt: 33 Sayı: 150 Sayfa Aralığı: 97 - 109 Metin Dili: Türkçe İndeks Tarihi: 29-07-2022
Pre-Service Efl Teachers' Reported Concerns and Stress for Practicum in Turkey
Öz: Öğretmen yetiştiren kurumların, öğretmenlik uygulamasında ortaya çıkabilecek endişe ve kaygıları tespit etmeleri, bu kaygıların azaltılması ve uygulamanın etkili ve yararlı olması bakımından gereklidir. Bu çalışma, 133 uygulama öğrencisinin yaşadığı endişe ve kaygıları inceler. Öğrencilerin muhtemelen tecrübe edebileceği endişe ve kaygı alanlarını saptamayı hedefleyen 40 maddelik bir anket uygulanmıştır. Potansiyel huzursuzluk alanları, altı başlık altında incelemeye tabi tutulmuştur: Kişisel, iletişimsel, değerlendirme, dış kaynaklı, ders hazırlığı ve öğretim. Sonuçlar, huzursuzluk kaynağı olabilecek alanların yaklaşık yarısının orta seviyede gerçekleştiği, kişisel etkenlerin en yüksek kaygı ve huzursuzluğun kaynağı olduğunu ve değerlendirme ile ilgili olan alanın en düşük düzeyde huzursuzluk doğurduğunu ortaya koyar
Anahtar Kelime: Konular:
Türkiye'deki İngilizce Öğretmen Adaylarının Uygulama Dersinde Yaşadıkları Endişe ve Kaygılar
Öz: Teacher training institutions need to identify the stress-generating aspects of the practicum so as to take necessary precautions to minimize their occurrence, intensity and influence, and consequently, make practice experiences as effective and beneficial as possible for pre-service teachers. The study examined the concerns that 133 Turkish pre-service EFL teachers experienced during practicum. A questionnaire consisting of 40 statements tapping concerns and stressful experiences was applied to the pre-service teachers. The potential stress areas were analyzed under six categories: personal, communication-centered, evaluation-based, external, lesson preparation and teaching related. The results indicate that nearly half of these stress areas are at the medium level, that personal concerns generate the highest level of stress, and that evaluation-based concerns lead to the lowest level of stress.
Anahtar Kelime: Konular:
Belge Türü: Makale Makale Türü: Araştırma Makalesi Erişim Türü: Erişime Açık
- D’Rozario, V. & Wong, A. F. L. (1998). A study of practicum-related stresses in a sample of first year student teachers in Singapore. Asia-Pacific Journal of Teacher Education & Development, 1(1), 39-52.
- Fogarty, M., & Yarrow, A. (1994, July). Pre-service teacher stress and the practicum: an action research project. Paper presented at the Annual Meeting of the Australian Teacher Education Association, Brisbane, Queensland, Australia.
- Fuller, F. F. (1969). Concerns of teachers: a developmental conceptualization. American Educational Research Journal, 6(2), 207-226.
- Guillaume, A. M., & Rudney, G. L. (1993). Student teachers’ growth toward independence: An analysis of their changing concerns. Teaching and Teacher Education, 9(1), 65-80.
- Head, J., Hill, F., & Maguire, M. (1996). Stress and the post graduate secondary school trainee teacher: A British case study. Journal of Education for Teaching, 22(1), 71-84.
- Kaunitz, N., Spokane, A. R., Lissitz, R. W., & Strein, W. O. (1986). Stress in student teachers: a multidimensional scaling analysis of elicited stressful situations. Teaching and Teacher Education, 2(2), 169-180.
- Kwan, T., & Lopez-Real, F. (2005). Mentors’ perceptions of their roles in mentoring student teachers. Asia-Pacific Journal of Teacher Education, 33(3), 275-287.
- Kyriacou, C., & Stephens, P. (1999). Student teachers’ concerns during teaching practice. Evaluation and Research in Education, 13(1), 18-31.
- Kyriacou, C. (2001). Teacher stress: Directions for future research. Educational Review, 53(1), 27-35.
- Lee, J. C. K., Walker, A., & Bodycott, P. (2000). Pre-service primary teachers’ perceptions about principals in Hong Kong: Implications for teacher and principal education. Asia-Pacific Journal of Teacher Education, 28(1), 53-67.
- Mau, R. Y. (1997). Concerns of student teachers: implications for improving the practicum. Asia-Pacific Journal of Teacher Education, 25(1), 53-65.
- McNamara, D. (1995). The influence of student teachers’ tutors and mentors upon their classroom practice: An exploratory study. Teaching & Teacher Education, 11(1), 51-61.
- Murray-Harvey, R., Silins, H., & Saebel, J. (1999). A cross-cultural comparison of student concerns in the teaching practicum. International Education Journal, 1(1), 32-44.
- Murray-Harvey, R., Slee, P. T., Lawson, M. J., Silins, H., Banfield, G., & Russell, A. (2000). Under stress: The concerns and coping strategies of teacher education students. European Journal of Teacher Education, 23(1), 19-35.
- Ohlsen, M. (1974). Supervision of practicum. Contemporary Education, 46(1), 61-64.
- Payne, B. D., & Manning, B. H. (1990). The effect of cognitive self-instructions on preservice teachers’ anxiety about teaching. Contemporary Educational Psychology, 15, 261-267.
- Preece, P. F. W. (1979). Student teacher anxiety and class-control problems on teaching practice: A cross-lagged panel analysis. British Educational Research Journal, 5(1), 13-19.
- Ryan, G., Toohey, S., & Hughes, C. (1996). The purpose, value and structure of the practicum in higher education: a literature review. Higher Education, 31, 355-377.
- Smith, K., & Lev-Ari, L. (2005). The place of the practicum in pre-service teacher education: The voice of the students. Asia-Pacific Journal of Teacher Education, 33(3), 289-302.
- Swennen, A., Jörg, T., & Korthagen, F. (2004). Studying student teachers’ concerns, combining image-based and more traditional research techniques. European Journal of Teacher Education, 27(3), 265-283.
- Talvitie, U., Peltokallio, L., & Männistö, P. (2000). Student teachers’ views about their relationships with university supervisors, cooperating teachers and peer student teachers. Scandinavian Journal of Educational Research, 44(1), 79-88.
| APA | Celik M (2008). Pre-Service Efl Teachers' Reported Concerns and Stress for Practicum in Turkey. , 97 - 109. |
| Chicago | Celik Mehmet Pre-Service Efl Teachers' Reported Concerns and Stress for Practicum in Turkey. (2008): 97 - 109. |
| MLA | Celik Mehmet Pre-Service Efl Teachers' Reported Concerns and Stress for Practicum in Turkey. , 2008, ss.97 - 109. |
| AMA | Celik M Pre-Service Efl Teachers' Reported Concerns and Stress for Practicum in Turkey. . 2008; 97 - 109. |
| Vancouver | Celik M Pre-Service Efl Teachers' Reported Concerns and Stress for Practicum in Turkey. . 2008; 97 - 109. |
| IEEE | Celik M "Pre-Service Efl Teachers' Reported Concerns and Stress for Practicum in Turkey." , ss.97 - 109, 2008. |
| ISNAD | Celik, Mehmet. "Pre-Service Efl Teachers' Reported Concerns and Stress for Practicum in Turkey". (2008), 97-109. |
| APA | Celik M (2008). Pre-Service Efl Teachers' Reported Concerns and Stress for Practicum in Turkey. Eğitim ve Bilim, 33(150), 97 - 109. |
| Chicago | Celik Mehmet Pre-Service Efl Teachers' Reported Concerns and Stress for Practicum in Turkey. Eğitim ve Bilim 33, no.150 (2008): 97 - 109. |
| MLA | Celik Mehmet Pre-Service Efl Teachers' Reported Concerns and Stress for Practicum in Turkey. Eğitim ve Bilim, vol.33, no.150, 2008, ss.97 - 109. |
| AMA | Celik M Pre-Service Efl Teachers' Reported Concerns and Stress for Practicum in Turkey. Eğitim ve Bilim. 2008; 33(150): 97 - 109. |
| Vancouver | Celik M Pre-Service Efl Teachers' Reported Concerns and Stress for Practicum in Turkey. Eğitim ve Bilim. 2008; 33(150): 97 - 109. |
| IEEE | Celik M "Pre-Service Efl Teachers' Reported Concerns and Stress for Practicum in Turkey." Eğitim ve Bilim, 33, ss.97 - 109, 2008. |
| ISNAD | Celik, Mehmet. "Pre-Service Efl Teachers' Reported Concerns and Stress for Practicum in Turkey". Eğitim ve Bilim 33/150 (2008), 97-109. |
