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Pre-serv Tchrs percept of Practicum COMPARE REVSD for reviewrs FINAL HCB 9 April 2014.pdf (599.39 kB)

Student teachers' views of practicums (teacher training placements) in Turkish and English contexts: a comparative study

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journal contribution
posted on 2015-02-17, 12:02 authored by Hugh Busher, Müge Gündüz, Melek Cakmak, Tony Lawson
How student teachers experience their transformation into serving teachers in the liminal social spaces of the school-based practicum (teaching practice) is of key importance to them, their future students and their educators. The practicum is a challenging experience for student teachers, even with help from university and school-based mentors, as their knowledge of practice, power and culture in schools lacks sophistication. The practicum, an under-researched but important aspect of education, was investigated by this study by asking 480 student teachers in three universities in Turkey and England in 2010-2011 about how well their universities prepared them for the practicum, what made practicums successful and how practicums fostered their professional development. Participants generally thought the practicum helped them to develop skills in student and classroom management, in meeting students' diverse learning needs, in recognising multiple students' perspectives and in grounding their understanding of what it meant to be a teacher 'for real'.

Funding

We are grateful to the College of Social Sciences, University of Leicester, for providing a small amount of funding to support this pilot study in England.

History

Citation

Hugh Busher, Müge Gündüz, Melek Cakmak & Tony Lawson (2014): Student teachers’ views of practicums (teacher training placements) in Turkish and English contexts: a comparative study, Compare: A Journal of Comparative and International Education

Author affiliation

/Organisation/COLLEGE OF SOCIAL SCIENCE/School of Education

Version

  • AM (Accepted Manuscript)

Published in

Hugh Busher

Publisher

Taylor & Francis (Routledge) for British Association for International and Comparative Education

issn

0305-7925

eissn

1469-3623

Copyright date

2014

Available date

2016-01-10

Publisher version

http://www.tandfonline.com/doi/abs/10.1080/03057925.2014.930659

Notes

An early version of this paper was given at: Network 10 (Teacher Education) European Conference on Education Research, Freistaat University of Berlin, Berlin, 13-15 Sept, 2011

Language

en

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