Exploring Pre-Service Teachers’ Perceived Weaknesses during their School-Based Teaching Experience: School-Based Teaching Experience and Pre-Service Teachers’ Perceived Problems
The first year in any profession is daunting: even more so the first year in teaching. (Merrill, 1985: p 7) There is increasing emphasis on using research evidence to assess the effectiveness of teacher preparation and research about what prospective teachers learn in their coursework and field experiences. The study attempts to analyze the needs of prospective teachers by addressing the perceived areas that need development in recognizing the multiple challenges that teachers face in their student teaching. 141 pre-service teachers were participated in the study. Results of the study help to evaluate and revise the teacher education curriculum and practicum process as well as presenting implications for better teacher education programs.
||Pre-Service Teachers, Perceived Problems, School-Based Teaching Experience
The International Journal of Learning, Volume 16, Issue 7, pp.513-524.
Article: Print (Spiral Bound).
Article: Electronic (PDF File; 1.311MB).
Assistant professor, Education Faculty, Anadolu University, Eskisehir, Turkey
Mine Dikdere currently has been teaching as an assistant professor at
Anadolu University, Education Faculty, ELT Department, Eskisehir,
Turkey. She has got her BA degree at Anadolu Universty, Education
Faculty, on ELT (1988), MA degree at University of Essex on Descriptive
and Applied Linguistics (1991) England, and PhD degree at Anadolu
University on ELT (1999). She has been interested in teacher training
and child language learning. Her research interests also include pre-service teachers, teacher development, teaching English to young learners, language teaching methodology and materials evaluation and development . She has participated in several projects related to pre-service and in-service teacher training and distance learning.
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