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Reimagining trainee teacher practicum experiences in Turkish K-12 schools

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Yasemin Kırkgöz explores experiences of two separate cohorts of students seeking qualified teacher status on teacher education programmes in three Turkish universities.

Image courtesy of interviewee. February 12, 2024

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The presented study involved collaboration among four teacher educators in Turkey to explore the experiences of future teacher trainees undergoing practicum education in three different contexts. The primary goal was to assess the opinions of these trainees regarding the efficacy and benefits of their practicum training.

The literature review highlighted the importance of mentoring in teacher training, stating that effective mentoring plays a crucial role in preparing trainee teachers for K-12 education. However, gaps were identified in the collaboration between university and school mentors, and trainees often struggle to connect their university learning with practical teaching in schools.

Using a mixed methods approach inspired by Creswell, the researchers conducted a survey followed by interviews with participants. The survey was piloted, revised, and then implemented in various contexts, including state universities in different regions of Turkey. Statistical analysis of the survey data was performed, and interviews were conducted in English to gather qualitative insights.

Key findings indicated that trainees gained confidence and professional development from their practicum experiences. They learned about effective teaching practices and school culture. However, not all mentoring experiences were uniformly positive. The study suggested that having clear guidelines for mentoring, ongoing training for mentors, and closer cooperation between universities and schools are critical for improving the quality of teacher education. The researchers emphasized that systematic policies should be developed to support the practicum process, especially in light of changes in the educational curriculum.

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X-TIMESTAMP-MAP:LOCAL=00:00:00.000,MPEGTS=900000

00:00.105 --> 00:02.245
For this, study, I collaborated

00:02.395 --> 00:06.645
with three more teacher educators, working in,

00:06.645 --> 00:09.005
different Turkish higher education context.

00:09.825 --> 00:14.445
Uh, to carry out this study, our main objective was to,

00:15.245 --> 00:19.165
investigate, find out, experiences of,

00:19.835 --> 00:24.205
Turkish, future, teacher trainees,

00:25.105 --> 00:28.365
who are, receiving,

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practicum education in, three different, contexts.

00:32.825 --> 00:37.525
We wanted to find out, that opinions about the,

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benefits of the, practicum, training

00:41.665 --> 00:44.925
and, their overall experiences.

00:45.705 --> 00:50.045
As far as we have investigated, the literature,

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is quite extensive in, regarding,

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pre-service, teachers

00:57.505 --> 01:01.245
or, trainee teachers, school-based experiences.

01:02.025 --> 01:05.085
The literature highlights the role of mentoring.

01:05.705 --> 01:09.045
Uh, the literature states that, mentoring is crucial

01:09.585 --> 01:14.525
in training, trainee teachers,

01:14.545 --> 01:17.365
so that they can be well qualified

01:17.545 --> 01:20.005
to teach in K two schools.

01:20.585 --> 01:25.405
Uh, these range from, primary, to middle school

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and continuous until, high school.

01:29.065 --> 01:32.965
The literature highlights the role of mentoring,

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school-based mentoring

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because when,

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trainee teachers are based in schools, they are expected

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to receive some, training,

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some mentoring from the school teachers.

01:48.145 --> 01:52.205
And as, likewise, university, mentors

01:53.235 --> 01:58.045
also collaborate with school, mentors, in,

01:59.365 --> 02:02.485
ensuring that, trainee teachers,

02:02.595 --> 02:04.765
receive effective mentoring.

02:05.145 --> 02:08.925
The literature finds some gaps in the college of mentoring

02:09.625 --> 02:14.285
in, collaboration between university, teachers

02:14.425 --> 02:15.525
and school mentors.

02:16.465 --> 02:21.045
And another point, that we identified was,

02:21.335 --> 02:25.405
train teachers find it difficult to, link priority

02:25.715 --> 02:30.165
that they learn at the university courses with,

02:30.595 --> 02:34.925
what they do in, in schools, what they teach in schools.

02:35.585 --> 02:40.365
So we wanted to investigate this, from the perspectives

02:40.385 --> 02:42.525
of, trainee teachers.

02:42.705 --> 02:47.485
In our study. We, use mixed methods, mixed methods,

02:47.945 --> 02:50.125
for our study,

02:50.125 --> 02:53.965
because we thought, it would be really relevant

02:54.025 --> 02:56.085
to address our research questions.

02:56.265 --> 03:00.245
We benefited from Creswell's ideas,

03:00.245 --> 03:02.605
because he's one of the pioneers of,

03:02.605 --> 03:04.445
mixed methods research design.

03:05.095 --> 03:08.205
First, we, used, a survey,

03:08.905 --> 03:12.845
and this survey was research for different surveys,

03:12.905 --> 03:14.645
and we found Langdon

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and his colleagues, survey particularly

03:19.005 --> 03:20.045
relevant for our context.

03:20.785 --> 03:24.565
Uh, because in this survey, the, the researchers,

03:24.565 --> 03:28.525
come up with some principles, needed,

03:29.465 --> 03:31.245
for this, particular context.

03:32.065 --> 03:36.685
Uh, before applying the survey directly, we piloted it.

03:36.865 --> 03:40.525
In fact, I did the piloting myself in my context.

03:41.025 --> 03:45.365
Um, we have a large number of, trainee teachers,

03:46.065 --> 03:50.405
in higher education, in teacher education programs.

03:50.945 --> 03:54.485
Uh, I piloted the survey with a group of,

03:54.955 --> 03:57.685
trainee teachers or pre service teachers.

03:58.265 --> 04:02.085
And based on the feedback I received, we collaboratively

04:02.155 --> 04:05.285
with other, researchers, made some,

04:05.285 --> 04:06.805
improvements on the survey.

04:07.505 --> 04:10.525
And then we applied the survey in three context.

04:11.225 --> 04:15.405
And these contexts include, my context,

04:15.405 --> 04:19.605
which is a state university while I can,

04:19.735 --> 04:23.125
state university in Turkey, in the south part of Turkey.

04:24.105 --> 04:27.685
And the second, context is, the capital in anchor.

04:28.545 --> 04:31.925
The third context is in the south part of Turkey,

04:31.975 --> 04:34.885
which is another teacher education context.

04:35.545 --> 04:39.365
Having applied a survey, we conducted a number

04:39.365 --> 04:43.085
of statistical analysis, as we mentioned in our article.

04:44.025 --> 04:47.885
And then with the volunteers, from our,

04:48.145 --> 04:51.725
survey participants, we, proceeded

04:51.795 --> 04:54.685
with conducting interviews with them.

04:55.465 --> 04:58.285
We, because they were all,

04:58.395 --> 05:01.165
prospective language teachers, English teachers,

05:01.385 --> 05:04.405
all the interviews were conducted in English.

05:04.515 --> 05:08.245
They were recorded and then, transcribed

05:08.705 --> 05:12.245
and we analyze, interview data,

05:12.825 --> 05:17.285
and we, looked at for,

05:18.185 --> 05:21.565
for the findings, to help us interview,

05:21.565 --> 05:23.485
interpret our, data.

05:23.545 --> 05:27.605
During this stage, we close the cooperated with,

05:27.815 --> 05:30.725
third three, authors, three researchers.

05:30.905 --> 05:35.245
In this study, we, found out, some areas

05:35.995 --> 05:39.565
such as personal personal learning from the participants.

05:40.345 --> 05:44.445
We, found out some information related to mentoring,

05:44.555 --> 05:47.005
experiences they,

05:47.835 --> 05:49.645
they gain from the school mentors.

05:50.345 --> 05:52.965
And we also found, valuable data,

05:53.525 --> 05:56.845
valuable information related to, school culture.

05:57.275 --> 06:00.685
Regarding learning on the practicum,

06:00.925 --> 06:04.845
trainees stated that they increased their confidence.

06:05.195 --> 06:10.125
This practicum experience helped them gain, confidence,

06:10.265 --> 06:13.845
as we mentioned in some, sample,

06:14.075 --> 06:17.805
interview data they learned, on the practicum.

06:17.985 --> 06:20.845
And that was the main purpose of,

06:21.945 --> 06:25.525
having practicum, so that they could, add

06:25.525 --> 06:27.245
to their professional development.

06:27.315 --> 06:31.645
They learned, in fact, if I were to tell,

06:32.065 --> 06:35.965
to give some information about the practicum, practicum,

06:35.965 --> 06:39.765
takes place in the final year in teacher education programs

06:40.305 --> 06:44.605
all over Turkey in teacher education, departments.

06:45.225 --> 06:49.365
Uh, it, it used to be only one semester,

06:50.145 --> 06:53.765
but now, trainees,

06:54.325 --> 06:56.685
received this practicum in two semester,

06:57.025 --> 06:58.685
in the final year of the program.

06:59.505 --> 07:01.645
Uh, in the first semester,

07:01.755 --> 07:05.165
they have a practicum one in the second semester.

07:05.195 --> 07:08.045
They have practicum two courses in the past.

07:08.185 --> 07:11.925
In the first semester, they used to observe,

07:12.145 --> 07:14.485
school teachers, school mentors only

07:14.545 --> 07:15.925
during the first semester.

07:16.385 --> 07:20.045
But recently, it has changed Now,

07:20.155 --> 07:23.245
when they start practicum in their first semester,

07:23.505 --> 07:27.085
in the last year, they, carry out some, observation,

07:27.305 --> 07:32.125
and then they start gradually, teaching under the,

07:32.505 --> 07:36.405
supervision of the, so-called, mentors.

07:37.105 --> 07:41.205
And this continues in the, second, semester as well.

07:41.825 --> 07:45.965
So, by teaching, by observing the,

07:45.965 --> 07:49.765
the school mentors, they, say they have, learned,

07:50.065 --> 07:53.125
but this learning also changed.

07:53.705 --> 07:57.605
Um, according to different schools, in some schools,

07:57.675 --> 07:58.725
they learned,

07:58.725 --> 08:01.765
they observed good practices from the school mentors.

08:02.305 --> 08:04.045
But of course, this wasn't true

08:04.305 --> 08:07.125
for all the mentors they have,

08:07.375 --> 08:09.205
whose classes they have observed,

08:09.265 --> 08:11.125
but they have, improved.

08:11.125 --> 08:12.605
They have developed professionally.

08:13.585 --> 08:17.285
Um, and they have also become familiar

08:17.355 --> 08:18.405
with the school culture.

08:19.185 --> 08:24.165
Uh, mentoring, practicum, does not only mean

08:24.185 --> 08:28.405
to, to observe school, teachers

08:28.665 --> 08:31.085
and to teach in their lessons.

08:31.665 --> 08:34.805
Uh, it also means becoming familiar with the school culture,

08:35.355 --> 08:38.445
with some administrative, work and so on.

08:38.825 --> 08:42.885
So in this respect, they have become, familiar with the,

08:43.305 --> 08:44.365
school culture.

08:44.595 --> 08:49.445
That is another, finding, from our, research.

08:50.075 --> 08:52.965
They learn a lot about how the school operates.

08:53.465 --> 08:54.645
It is very important

08:54.825 --> 08:58.445
To have a systematic policy about practicum

08:58.985 --> 09:00.685
to have systematic,

09:00.985 --> 09:05.325
and clear guidelines about, practicum school mentors

09:05.945 --> 09:10.325
should know what it is that they have to do with,

09:10.435 --> 09:12.845
trainee teachers because,

09:13.335 --> 09:17.205
these training teachers would be responsible for teaching

09:17.965 --> 09:20.165
K 12, school students.

09:20.465 --> 09:22.285
And their role is very important.

09:22.675 --> 09:27.005
Therefore, it is very important for them, to observe,

09:27.425 --> 09:29.645
good practices from the mentors.

09:30.025 --> 09:34.285
So, for the, policy aspect at macro level,

09:34.945 --> 09:39.845
we, suggest, the policy make makers

09:39.985 --> 09:44.405
to have, clear guidelines for the school mentors as well

09:44.405 --> 09:47.845
as the university, university

09:48.355 --> 09:49.445
mentoring system.

09:50.425 --> 09:54.045
And, mentors, need to receive training.

09:54.265 --> 09:57.245
And this training need to be, this training needs

09:57.245 --> 09:58.405
to be ongoing because

09:58.425 --> 10:01.725
of the developments in education educational system

10:02.035 --> 10:05.605
because of the developments being introduced into the school

10:05.615 --> 10:07.685
curriculum and so on.

10:07.945 --> 10:11.365
Uh, well, for example, now we are having a,

10:11.845 --> 10:15.845
a curriculum renewal, for K two,

10:16.115 --> 10:17.165
circles in Turkey.

10:17.505 --> 10:19.285
So that means the roles

10:19.425 --> 10:22.805
and responsibilities of the mentors, are

10:22.825 --> 10:25.245
to change in line with the new curriculum.

10:25.245 --> 10:30.005
Therefore, mentoring training does exist in Turkey.

10:30.515 --> 10:31.965
This needs to be updated.

10:32.595 --> 10:35.525
This, process needs to be ongoing.

10:35.915 --> 10:37.925
Another, important,

10:37.925 --> 10:41.045
suggestion would be a closer cooperation

10:41.045 --> 10:42.205
between universities

10:42.385 --> 10:46.365
and the schools, between universities, mentors

10:46.825 --> 10:49.885
and the school mentors, so that this,

10:49.945 --> 10:54.285
closer cooperation would help to better train, future,

10:54.705 --> 10:56.925
K 12, teachers.

Exploring Turkish Teacher Trainees' Practicum Experiences

00:00:00 - For this, study, I collaborated with three more teacher educators, working in, different Turkish higher education context. to carry out this study, our main objective was to, investigate, find out, experiences of, Turkish, future, teacher trainees, who are, receiving, practicum education in, three different, contexts.
00:00:37 - benefits of the, practicum, training and, their overall experiences. As far as we have investigated, the literature, is quite extensive in, regarding, pre-service, teachers or, trainee teachers, school-based experiences. The literature highlights the role of mentoring.
00:01:09 - in training, trainee teachers, so that they can be well qualified to teach in K two schools. these range from, primary, to middle school and continuous until, high school. The literature highlights the role of mentoring, school-based mentoring because when,
00:01:42 - to receive some, training, some mentoring from the school teachers. And as, likewise, university, mentors also collaborate with school, mentors, in, ensuring that, trainee teachers, receive effective mentoring. The literature finds some gaps in the college of mentoring
00:02:14 - and school mentors. And another point, that we identified was, train teachers find it difficult to, link priority that they learn at the university courses with, what they do in, in schools, what they teach in schools. So we wanted to investigate this, from the perspectives
00:02:42 - In our study. We, use mixed methods, mixed methods, for our study, because we thought, it would be really relevant to address our research questions. We benefited from Creswell's ideas, because he's one of the pioneers of, mixed methods research design. First, we, used, a survey, and this survey was research for different surveys,

Survey Pilot for Teacher Training Research

00:03:14 - and his colleagues, survey particularly relevant for our context. because in this survey, the, the researchers, come up with some principles, needed, for this, particular context. before applying the survey directly, we piloted it. In fact, I did the piloting myself in my context. we have a large number of, trainee teachers,
00:03:50 - I piloted the survey with a group of, trainee teachers or pre service teachers. And based on the feedback I received, we collaboratively with other, researchers, made some, improvements on the survey. And then we applied the survey in three context. And these contexts include, my context, which is a state university while I can,
00:04:24 - And the second, context is, the capital in anchor. The third context is in the south part of Turkey, which is another teacher education context. Having applied a survey, we conducted a number of statistical analysis, as we mentioned in our article. And then with the volunteers, from our, survey participants, we, proceeded
00:04:55 - We, because they were all, prospective language teachers, English teachers, all the interviews were conducted in English. They were recorded and then, transcribed and we analyze, interview data, and we, looked at for, for the findings, to help us interview, interpret our, data.
00:05:27 - third three, authors, three researchers. In this study, we, found out, some areas such as personal personal learning from the participants. We, found out some information related to mentoring, experiences they, they gain from the school mentors. And we also found, valuable data, valuable information related to, school culture.
00:06:00 - trainees stated that they increased their confidence. This practicum experience helped them gain, confidence, as we mentioned in some, sample, interview data they learned, on the practicum. And that was the main purpose of, having practicum, so that they could, add to their professional development.

Revised Practicum Structure in Turkish Teacher Education

00:06:32 - to give some information about the practicum, practicum, takes place in the final year in teacher education programs all over Turkey in teacher education, departments. it, it used to be only one semester, but now, trainees, received this practicum in two semester, in the final year of the program.
00:07:01 - they have a practicum one in the second semester. They have practicum two courses in the past. In the first semester, they used to observe, school teachers, school mentors only during the first semester. But recently, it has changed Now, when they start practicum in their first semester, in the last year, they, carry out some, observation, and then they start gradually, teaching under the,
00:07:37 - And this continues in the, second, semester as well. So, by teaching, by observing the, the school mentors, they, say they have, learned, but this learning also changed. according to different schools, in some schools, they learned, they observed good practices from the school mentors. But of course, this wasn't true
00:08:07 - whose classes they have observed, but they have, improved. They have developed professionally. and they have also become familiar with the school culture. mentoring, practicum, does not only mean to, to observe school, teachers and to teach in their lessons. it also means becoming familiar with the school culture,
00:08:38 - So in this respect, they have become, familiar with the, school culture. That is another, finding, from our, research. They learn a lot about how the school operates. It is very important To have a systematic policy about practicum to have systematic, and clear guidelines about, practicum school mentors
00:09:10 - trainee teachers because, these training teachers would be responsible for teaching K 12, school students. And their role is very important. Therefore, it is very important for them, to observe, good practices from the mentors. So, for the, policy aspect at macro level, we, suggest, the policy make makers

Ongoing Training for University Mentors

00:09:44 - as the university, university mentoring system. And, mentors, need to receive training. And this training need to be, this training needs to be ongoing because of the developments in education educational system because of the developments being introduced into the school curriculum and so on. well, for example, now we are having a,
00:10:16 - circles in Turkey. So that means the roles and responsibilities of the mentors, are to change in line with the new curriculum. Therefore, mentoring training does exist in Turkey. This needs to be updated. This, process needs to be ongoing. Another, important, suggestion would be a closer cooperation between universities
00:10:54 - and the school mentors, so that this, closer cooperation would help to better train, future, K 12, teachers.

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