|  e-ISSN: 2147-5156

Original article | Turkish Journal of Teacher Education 2021, Vol. 10(2) 90-109

Primary Student Teachers' Views About Designing And Implementing Learning Activities During Teaching Practice

Taner Altun, Mirac Bakkaloglu, Derya Kelleci

pp. 90 - 109   |  Manu. Number: MANU-2106-17-0006.R1

Published online: December 30, 2021  |   Number of Views: 68  |  Number of Download: 468


Abstract

This study aims to examine the opinions of primary student teachers on the design and implementation processes of learning activities that they developed and used in the classroom during their teaching practices. The case study method was used in the study designed within the framework of the qualitative research approach. In the study, a questionnaire consisting of open-ended questions was applied as an electronic form to 85 primary student teachers studying in the last year of a primary teacher education program at a state university in the 2019-2020 academic year. Obtained raw data were analyzed with descriptive analysis techniques. According to the findings obtained in the study, the majority of the participants stated that they received sufficient training during their undergraduate education on activity preparation, however, they feel inadequate in developing creative activities. According to the findings, although there are many advantages of preparing activities in the teaching practice process, these advantages can sometimes turn into disadvantages during the implementation process. According to the results obtained in the study, the expectations, feelings, and opinions of participants during the activity preparation process may change after the activities are applied in the classroom. However, many problems such as lack of time, crowded classes, and classroom management difficulties are encountered during the implementation of activities in classroom practices. To overcome these problems, it is recommended that primary student teachers should be supported in activity designing and implementing during teaching practices in primary schools.

Keywords: Primary Student Teachers, Designing Activities, Teaching Practice


How to Cite this Article?

APA 6th edition
Altun, T., Bakkaloglu, M. & Kelleci, D. (2021). Primary Student Teachers' Views About Designing And Implementing Learning Activities During Teaching Practice . Turkish Journal of Teacher Education, 10(2), 90-109.

Harvard
Altun, T., Bakkaloglu, M. and Kelleci, D. (2021). Primary Student Teachers' Views About Designing And Implementing Learning Activities During Teaching Practice . Turkish Journal of Teacher Education, 10(2), pp. 90-109.

Chicago 16th edition
Altun, Taner, Mirac Bakkaloglu and Derya Kelleci (2021). "Primary Student Teachers' Views About Designing And Implementing Learning Activities During Teaching Practice ". Turkish Journal of Teacher Education 10 (2):90-109.

References

    Akkoc, V. (2003). The determination of problems that studentof candidate for teacher. Who educated in physical education and sport faculty in Turkey, encountered in experience of school I, II and practice of teaching lessons and solution proposals. (Unpublished master’s thesis), Dumlupınar University / Institute of Social Sciences, Kütahya, Turkey.

    Alkan, Cevat. (1987). Öğretmenlik Uygulamaları El Kitabı [Teaching Practices Handbook]. Ankara: Yargıçoğlu Press.

    Atmis, S. (2013). Examination of prospective primary school teachers opinions towards evaluating teaching practice process (Unpublished master’s thesis), Karadeniz Technical University/ Institute of Education Sciences, Trabzon, Turkey.

    Aytacli, B. (2012). Evaluation of school experience and teaching practice courses in undergraduate programme of elementary mathematics education. (Unpublished master’s thesis). Ege University/ Institute of Social Sciences, İzmir, Turkey.

    Bagcioglu, G. (1997). The Opinions of university teacher and pupilis relating to teaching practices in general vocational and technical education faculties. (Unpublished master’s thesis).  Hacettepe University/ Institute of Social Sciences. Ankara, Turkey.

    Başaran, İ. E. (1996). Eğitim yönetimi [Education Management]. Ankara: Başaran Press.

    Basturk, S. (2007). Öğretmen adaylarının öğretmenlik uygulaması dersiyle ilgili deneyimleri [Pre-service teachers’ experiences with the teaching practice course]. The Congress of 16th National Educational Sciences, Gaziosmanpaşa University Faculty of Education, Tokat, Turkey.

    Beck, C., & Kosnik, C. (2002). Components of a good practicum placement: Student teacher perceptions. Teacher Education Quarterly, 29(2), 81–98.

    Brooks, V. (2006). A 'quiet revolution'? The impact of training schools on initial teacher training partnerships. Journal of Education for Teaching, 32(4), 379–393.

    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.

    Buyukozturk, Ş., Akgun, O. E., Çakmak, E. K., Demirel, F., & Karadeniz, S. (2009). Bilimsel Araştırma Yöntemleri (3. Baskı) [Scientific Research Methods (3rd edition)]. Ankara: PegemA Press.

    Büyüköztürk, Ş. (Eds.) Nitel Araştırmalar [Qualitative Studies] (pp.249-283). Ankara: PegemA Press.

    Caner, M. (2009). A study on blended learning model for teaching practice course in pre-service English language teacher training program. (Unpublished doctoral thesis).  Anadolu University/ Institute of Education Sciences, Eskisehir, Turkey.

    Collier, S. T. (1999). Characteristics of reflective thought during the student teaching experience. Journal of Teacher Education, 50(3), 173-181.

    Cinar, S. (2010). Yabancı dil öğretmeni adaylarının öğretmenlik uygulaması dersi kapsamında öğretme davranışlarının incelenmesi: Ampirik-Nitel bir araştırma [Examining the teaching behaviours of foreign language teacher candidates within the scope of teaching practice course: An empirical-qulitative research]. (Unpublished master’s thesis). Çanakkale Onsekiz Mart University/ Institute of Social Sciences, Canakkale, Turkey.

    Davran, E. (2006). The affect of the teaching applications in elementary educations on the newly candidate teachers's teaching adequacy. (Unpublished master’s thesis). Yüzüncü Yıl University/ Institute of Social Sciences, Van, Turkey.

    Dursun, O.O., & Kuzu, A. (2008). Problems encountered within the scope of teaching practice course and solution suggestions. Selçuk University The Journal of Ahmet Kelesoglu Education Faculty, 25, 159-178.

    Ekiz, D. (2015). Bilimsel Araştırma Yöntemleri: Yaklaşım, Yöntem ve Teknikler [Scientific Research Methods: Approaches, Methods and Techniques]. Ankara: Anı Press.

    Elliott, R., Fischer, C. T., & Rennie, D. L. (1999). Evolving guidelines for publication of qualitative research studies in psychology and related fields. British Journal of Clinical Psychology, 38, 215-229.

    Eraslan, A. (2009). Prospective mathematics teachers’ opinions on ‘teaching practice’. Education Necatibey Faculty of Education Electronic Journal of Science and Mathematics Education, 3(1), 207-221.

    Fraenkel, J. R., & Wallen, N. E. (2009). How to design and evaluate research in education (5th Ed.). New York: Mac Graw Hill, Inc.

    Freese, A. R. (1999), The role of reflection on preservice teachers’ development in the context of professional development school. Teaching and Teacher Education, 15(8), 895-909.

    Gökçe, E., & Demirhan, C. (2005). Teacher candidates and supervising teachers’ opinions about activities of teaching practicein elementary schools. Ankara University The Journal of Education Faculty, 38(1), 43-71.

    Güven, M., Kurum, D., & Saglam, M. (2012). Evaluation of the distance education pre-service teachers' opinions about teaching practice course (Case of Izmir City). Turkish Online Journal of Distance Education, 13(1), 112-127.

    Hancock, E. S., & Gallard, A. J. (2004). Preservice science teachers' beliefs about teaching and learning: The influence of K-12 field experiences. Journal of Science Teacher Education, 15(4), 281-291.

    Liliane, P., & Colette, G. (2009). Analysis of the dynamics of the sharing knowledge between cooperating teacher and teacher-in-training: The partners’ respective roles. US-China Education Review, 6(6), 71-80.

    Merç, A. (2004). Reflections of pre-service EFL teachers thourghout their teaching practicum: What has been good? What has gone wrong? What has changed. (Unpublished master's thesis). Anadolu University/ Institute of Educational Sciences, Eskisehir, Turkey.

    Maynard, T., & Furlong, J. (1995). Learning to teach and models of mentoring. In: D. McIntyre, H. Hagger, ve M. Wilkin (Eds.), Mentoring: Perspectives on school-based teacher education. London: Kogan Page.

    McDuffie, A. R. (2004). Mathematics teaching as a deliberate practice: An investigation of elementary pre-service teachers’ reflective thinking during student teaching. Journal of Mathematics Teacher Education, 7(1), 33-61.

    Milli Eğitim Bakanlığı [MEB] (1998). Öğretmen Adaylarının Milli Eğitim Bakanlığına Bağlı Eğitim Öğretim Kurumlarında Yapacakları Öğretmenlik Uygulamasına İlişkin Yönerge [Directive on Teaching Practice to be Made by Teacher Candidates in Educational Institutions affiliated to the Ministry of National Education], Journal of Notifications, 2493, Ankara: Writer.

    Milli Eğitim Bakanlığı [MEB] (2019) Öğretmen Adaylarının Millî Eğitim Bakanlığına Bağlı Eğitim Öğretim Kurumlarında Yapacakları Öğretmenlik Uygulamasına İlişkin Yönerge [Directive on Teaching Practice to be Made by Teacher Candidates in Educational Institutions affiliated to the Ministry of National Education]. Retrieved from https://oygm.meb.gov.tr/meb_iys_dosyalar/2018_06/25172143_YYnerge.pdf, on 27.04.2020.

    Ministere Education Nationale (2012). Formation des enseignants :éléments de comparaison internationale, Concertation sur la refondation de l’école de la République, France

    Ozbal, A. F. (2009). Determining the level of achievement of teaching practice of the student teachers being educated in physical education and sports colleges. (Unpublished master's thesis), Selcuk University/ Institute of Health Sciences, Konya, Turkey.

    Ozek, Y. (2009). Overseas teaching experience: Student teachers’ perspectives of teaching practicum. Procedia-Social and Behavioral Sciences, 1(1), 2541-2545.

    Paker, T. (2008). Problems of student teachers regarding the feedback of university supervisors and mentors during teaching practice. Pamukkale University Faculty of Education Journal, 1(23), 132-139.

    Patton, M. Q. (2014). Nitel araştırma ve değerlendirme yöntemleri [Qualitative research and evaluation methods](Trans: M. Bütün ve SB Demir). Ankara: PegemA Press.

    Plourde, L. A. (2002). The influence of student teaching on preservice elementary teachers’ science self-efficacy and outcome expectancy beliefs. Journal of Instructional Psychology, 29(4), 245-253.

    Poulou, M. (2007). Student – teachers’ concerns about teaching Practice. European Journal of Teacher Education, 30(1), 91-110.

    Sands, M., & Ozcelik, D. A. (1997). Okullarda uygulama çalışmaları: Ortaöğretim [Practical studies in schools: Secondary education]. Ankara: YÖK/ World Bank National Education Development Project Publications.

    Santagata, R., Zannoni, C., & Stigler, J. W. (2007). The role of lesson analysis in pre-service teacher education: An empirical investigation of teacher learning from a virtual video-based field experience. Journal of Mathematics Teacher Education, 10(2), 123-140.

    Secer, Z., Celikoz, N., & Kayili, G. (2010). Problems in school practices in department of pre-school teaching and solution offers. Yüzüncü Yıl University Journal of the Faculty of Education, 7(1), 128-152.

    Sahin, C. (2005). Öğretmenlik uygulaması dersinde öğrenme-öğretme sürecinin cinsiyet açısından değerlendirilmesi [Evaluation of the learning-teaching process in terms of gender in the teaching practice course] Atatürk University Journal of the Social Sciences Institute, 5(1), 271-289.

    Tasdere, A. (2014). Problems and solution proposals experienced by pre-service classroom teachers regarding the teaching practice course. Turkish Studies-International Periodical For The Languages, Literature and History of Turkish or Turkic Volume 9(2), 1477-1497.

    Tepeli, Y., & Caner, M. (2014). Teacher certificate program students’ opinions on teaching practice. Journal of Educational Sciences Research, 4(2), 313-328.

    Yesilyurt, E. (2010). Evaluation of teaching practice curriculum in the light of standard based and responsive models (Unpublished doctoral thesis). Fırat University/Institute of Social Sciences, Elazig, Turkey.

    Yildirim, A., & Simsek, H. (2011). Sosyal Bilimlerde Nitel Araştırma Yöntemleri [Qualitative research methods in the social sciences]. Ankara: Seckin Press.

    Yilmaz, G. (2007). The effect of the teaching practice on pre-service elementary teachers science teaching efficacy and classroom management beliefs (Unpublished master's thesis). Ege University/ Social Sciences Institute, Izmir, Turkey.

    Yin, R. K. (2017). Durum Çalışması Araştırması Uygulamaları (3. basım) [Case Study Research Practices (3rd edition)] (Trans: Ilhan Gunbayi). Ankara: Nobel Press.

    Yükseköğretim Kurulu [YOK], (1998). Fakülte-Okul İşbirliği Kitapçığı [Faculty-School Cooperation Booklet]. Ankara: OÖK Publications.