The Reflectors of Teaching Experiences: Diaries

The purpose of this study is to evaluate the practicum course according to their diaries that student teachers have written. The sample included 19 teacher training students majoring in Elementary Education in the Faculty of Education at Cumhuriyet University. The data were collected from diaries of...

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Bibliographic Details
Published inEgitim ve Bilim Vol. 37; no. 164; p. 223
Main Authors Koç, Canan, Yildiz, Hatice
Format Journal Article
LanguageEnglish
Published Ankara Turk Egitim Dernegi 01.04.2012
Subjects
Content analysis
Diaries
Learning Processes
Preservice Teacher Education
Preservice Teachers
School Administration
Student teachers
Teacher education
Teaching Methods
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Summary:The purpose of this study is to evaluate the practicum course according to their diaries that student teachers have written. The sample included 19 teacher training students majoring in Elementary Education in the Faculty of Education at Cumhuriyet University. The data were collected from diaries of teacher training students who kept diaries on a regular base which involved their personal thoughts and interpretations of their practice. Content analysis method was employed in the interpretation of a total of 115 diaries. It was found that students encountered problems in planning, in facilitating the instruction process, and in classroom management. In addition, they experienced contradictions between what they learned at the university and what they practiced in the schools. Furthermore, they attributed some shortcomings to school staff, i.e. school administration and practicum teachers particularly in structuring lessons they were assigned whilst they accepted that they still derived lessons from these kinds of problems for their future applications. They concluded that what they mostly applied in terms of teaching methods were those of narration, question-response, and classroom discussions; that they employed poorly the materials which facilitated the learning process of students, and that they found contributions by the school administration and practicum teachers as not supportive enough. Key Words: Teacher Education, Prospective Teachers, Diaries.
ISSN:1300-1337