The Course of Pre-Service Teachers’ Expectations in School Practices and the Factors Affecting Their Expectations
Author(s)
Ramazan Sağ
ABSTRACT
It is known that expectations of pre-service teachers will change during the process of the school practice especially depending on the interactions they establish with practice teachers and supervisors. The study was conducted at a faculty of education in a big city with pre-service teachers in senior science class using split-plot design. Data were obtained through three measurement levels including initial, intermediate, and final stages in the study which was carried out with 44 preservice teachers 27 of whom were female. Qualitative data were obtained through focus group interviews made with 6 pre-service teachers, 3 of whom were females following measurement levels. Descriptive statistics were used for analyzing the quantitative data while the ANOVA statistic of Friedman which is a nonparametric test was used for analyzing the point differences. Descriptive analysis was used for analyzing the qualitative data and the data were interpreted together with the findings obtained from the quantitative data. It was detected that the initial expectations of the pre-service teachers were higher in the collegiality and leadership categories compared to guidance but their expectations tended to drop dramatically over time. Among the factors that are considered to be the potential factors of the decrease, whether the practice school, which is a new structure, was introduced to the pre-service teachers at the beginning of the academic year and whether they were welcomed in a positive or negative manner at the practice school constituted the most critical turning points.
Cite this paper
Sağ, R. (2014) The Course of Pre-Service Teachers’ Expectations in School Practices and the Factors Affecting Their Expectations. Creative Education, 5, 353-371. doi: 10.4236/ce.2014.55045.
Sağ, R. (2014) The Course of Pre-Service Teachers’ Expectations in School Practices and the Factors Affecting Their Expectations. Creative Education, 5, 353-371. doi: 10.4236/ce.2014.55045.
References
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http://dx.doi.org/10.1016/0742-051X(95)00008-8 [9] Borko, H., & Putnam, R. (1996). Learning to Teach. In D. Berliner, & R. Calfee (Eds.), Handbook of Educational Psychology (673-708). New York: MacMillan. [10] Brophy, J. E. (1982). Research on the Self-Fulfilling Prophecy and Teacher Expectations. East Lansing: Michigan State University, Institute for Research on Teaching.
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http://dx.doi.org/10.1177/0092070393211001
[1] Anderson, S. B., & Ball, S. (1978). The Profession and Practice of Program Evaluation. San Francisco, California: JosseyBass. [2] Atputhasamy, L. (2005). Cooperating Teachers as School Based Teacher Educators: Pre-Service Teachers’ Expectations. Australian Journal of Teacher Education, 30, 1-11.
http://ro.ecu.edu.au/cgi/viewcontent.cgi?article=1395&context=ajte [3] Aytac, A. (2010). Ogretmenlik Uygulamasi Kapsaminda Uygulama Ogretim Elemanliginin Degerlendirilmesi. Master Thesis, Burdur: Mehmet Akif Ersoy University Social Sciences Institute. [4] Ball, D. L., & Cohen, D. K. (1999). Developing Practice, Developing Practitioners: Toward a Practice-Based Theory of Professional Education. In G. Sykes, & L. Darling-Hammond (Eds.), Teaching as the Learning Profession: Handbook of Policy and Practice (pp. 3-32). San Francisco: Jossey Bass. [5] Bandura, A. (1971). Social Learning Theory.
http://www.esludwig.com/uploads/2/6/1/0/26105457/bandura_sociallearningtheory.pdf [6] Beck, C., & Kosnik, C. (2002). Components of a Good Practicum Placement: Pre-Service Teacher Perceptions. Teacher Education Quarterly, 29, 81-98.
http://www.teqjournal.org/backvols/2002/29_2/sp02beck_kosnick.pdf [7] Bektas, M., & Ayvaz, A. (2012). The Expectations of Pre-Service Teachers about Teaching Practice. Mersin University Journal of the Faculty of Education, 8, 209-232. [8] Borko, H., & Mayfield, V. (1995). The Roles of the Cooperating Teacher and University Supervisor in Learning to Teach. Teaching & Teacher Education, 11, 501-518.
http://dx.doi.org/10.1016/0742-051X(95)00008-8 [9] Borko, H., & Putnam, R. (1996). Learning to Teach. In D. Berliner, & R. Calfee (Eds.), Handbook of Educational Psychology (673-708). New York: MacMillan. [10] Brophy, J. E. (1982). Research on the Self-Fulfilling Prophecy and Teacher Expectations. East Lansing: Michigan State University, Institute for Research on Teaching.
http://files.eric.ed.gov/fulltext/ED221530.pdf [11] BüyükOztürk, S. (2007). Sosyal Bilimler Icin Veri Analizi El Kitabi. Ankara: PegemA Yayincilik. [12] BüyükOztürk, S., Cakmak, E. K., Akgün, O. E., Karadeniz, S., & Demirel, F. (2009). Bilimsel Arastirma YOntemleri. Ankara: Pegem Akademi Yayincilik. [13] Calderhead, J. (1991). The Nature and Growth of Knowledge in Pre-Service Teaching. Teaching and Teacher Education, 7, 531-535.
http://dx.doi.org/10.1016/0742-051X(91)90047-S [14] Celikkaya, T. (2011). Sosyal Bilgiler Ogretmen Adaylarinin Ogretmenlik Uygulamasi Dersinden Beklentileri ve Bu Beklentilerin Karsilanma Düzeyleri. Uluslararasi Sosyal Bilimler Egitimi Dergisi, 1, 155-172. [15] Coaldrake, P. (2002). Institutional Response to Changing Students Expectations: Project Overview. In Organisation for Economic and Co-Operation and Development (OECD) (Ed.), Responding to Students Expectation (pp. 7-17).
http://www.keepeek.com/Digital-Asset-Management/oecd/education/responding-to-student-expectations_9789264176225-en#page3 [16] Cole, A. L., & Knowles, J. G. (1993). Shattered Images: Understanding Expectations and Realities of Field Experiences. Teachrng & Teacher Educarion, 9, 457-471.
http://dx.doi.org/10.1016/0742-051X(93)90030-K [17] Cronbach, L. J. (2000). Course Improvement through Evalutaion. In D. L. Stufflebeam, G. F. Madaus, & T. Kellaghan (Eds.), Evaluation Models: Viewpoints on Educational and Human Services (2th ed., pp. 235-247). Hingham, MA: Kluwer Academic Publishers, Inc. [18] Darling-Hammond, L. (2003). Keeping Good Teachers: Why It Matters, What Leaders Can Do Educational Leadership, 60, 6-13. [19] Demirel, O. (1999). Kuramdan Uygulamaya Egitimde Program Gelistirme. Ankara: Kardes Kitap ve Yayinevi. [20] Demirkol, I. (2004). Expectations for the Roles of Cooperating Teachers and University Supervisors during the PracticeTeaching Period as Perceived by University Supervisors, Cooperating Teachers and Preservice Teachers. Master Thesis, Istanbul: Bogazici University. [21] Dogan, H. (1997). Egitim Programi ve Ogretim Tasarimi. Ankara: Onder Matbaacilik. [22] Ertürk, S. (1971). Egitimde Program Gelistirme (8th ed.). Ankara: Meteksan Baski A.S. [23] Eysenck, M. W., & Keane, M. T. (2003). Cognitive Psychology (4th ed.). New York: Psycology Press. [24] Feiman-Nemser, S., & Buchman, M. (1983). Pitfalls of Experience in Teacher Preparation. Occasional Paper: 65. East Lansing, MI: The Institute for Research on Teaching, Michigan State University.
http://education.msu.edu/irt/PDFs/OccasionalPapers/op065.pdf [25] Field, A. (2006). Discovering Statistic Using SPSS (2nd ed.). London, Thousand Oaks, New Delhi: Sage Publications. [26] Gallagher, M. (2002). Encouraging University Responsiveness: Student-Focused Incentive in Australian Higher Education. In Organisation for Economic and Co-operation and Development (OECD), Responding to Students Expectation (pp. 85-101).
http://www.keepeek.com/Digital-Asset-Management/oecd/education/responding-to-student-expectations_9789264176225-en#page3. [27] Gerring, R. J., & Zimbardo, P. G. (2012). Psikolojiye Giris Psikolojive Yasam (G. Sart, Trans.). Ankara: Nobel Yayinevi. [28] Goleman, D. (2013). Duygusal Zeka: Eq Neden IQ'dan Daha Onemlidir? (36th ed.). Istanbul: Varlik Yayinlari. [29] Grossman, P. (2011). Framework for Teaching Practice: A Brief History of an Idea. Teachers College Record, 113, 28362843. http://www.tcrecord.org [30] Grossman, P., & McDonald, M. (2008). Back to the Future: Directions for Research in Teaching and Teacher Education. American Educational Research Journal, 45, 184-205.
http://dx.doi.org/10.3102/0002831207312906 [31] Hastings, W. (2004). Emotions and the Practicum: the Cooperating Teachers’ Perspective. Teachers and Teaching: Theory and Practice, 10, 135-148. [32] Hill, F. (1995). Managing Service Quality in Higher Education: The Role of the Student as Primary Consumer. Quality Assurance in Education, 3, 10-21.
http://dx.doi.org/10.1108/09684889510093497 [33] Ilyenkov, E. V. (1974). Activity and Knowledge. In E. V. Ilyenkov (Ed.), Philosophy and Culture.
http://www.marxists.org/archive/ilyenkov/works/activity/index.htm [34] Karasar, N. (2005). Bilimsel Arastirma YOntemi. Ankara: Nobel Yayincilik. [35] Kiraz, E. (2003). Uygulama Ogretmeni Yeterlilik Olcegi: Olcü Araci Gelistirme Ornegi. Türk Egitim Bilimleri Dergisi, 1, 387-398. [36] Kiraz, E. (2005). Older Is Not Always Better: A Study of Novice and Experienced Teachers in Fulfilling Supervisory Role. In N. P. Terzis (Ed.), Quality in Education in the Balkans (pp. 509-523). 2-3 July 2004, Sofia, Bulgaria. Athens, Greece: Kyriakidis Publishing House. [37] Laerd Statistics (n.d.). Friedman Test in SPSS.
https://statistics.laerd.com/spss-tutorials/friedman-test-using-spss-statistics.php [38] Ling, K. C. (2010). The “Inside-Out” and “Outside-In” Approachs On Students’ Perceived Services Quality: An Empirical Evaluation. Management Science and Engineering, 4, 1-26. [39] Mapfumo, J. S., Chitsiko, N., & Chireshe, R. Teaching Practice Generated Stressors and Coping Mechanisms among Student Teachers in Zimbabwe. South African Journal of Education, 32, 156-166. [40] McIntyre, D. J., Byrd, D. M., & Foxx, S. M. (1996). Field and Laboratory Experiences. In J. Sikula, T. J. Buttery, & E. Guyton (Eds.), Handbook of Research on Teacher Education (2nd ed., pp. 171-193). New York: Macmillan. [41] Miles, M. B., & Huberman, A. M. (1994). Qualitative Data Analysis (2nd ed.). London: Sage Publications Ltd. [42] Oliva, P. F. (2009). Developing the Curriculum (7th ed.). Boston, MA: Allyn & Bacon, Inc. [43] Paker, T. (2000). Teaching Practice from Student Teachers’ Perspective. Cukurova üniversitesi Sosyal Bilimler Enstitüsü Sosyal Bilimler Dergisi (Journal of Social Sciences), 6, 111-118. [44] Paker, T. (2011). Student Teacher Anxiety Related to the Teaching Practicum. Egitim Arastirmalari-Eurasian Journal of Educational Research, 42, 207-224. [45] Parasuraman, A., Zeithaml, V., & Berry, L. (1985). A Conceptual Model of Service Quality and Its Implications for Future Research. Journal of Marketing, 49, 41-50.
http://faculty.mu.edu.sa/public/uploads/1360593395.8791service%20marketing70.pdf [46] Payne, D. A. (1973). Some Old and New Wives’s Tales Concerning Curriculum Evaluation. Educational Leadership, 30, 343-347.
http://www.ascd.org/ASCD/pdf/journals/ed_lead/el_197301_payne.pdf [47] Rotter, J. (1966). Internal versus External Control of Reinforcement: A Case History of a Variable.
http://mres.gmu.edu/readings/PSYC557/Rotter1990.pdf [48] Sag, R. (2007). Ogretmen Egitiminde Uygulama Ogretmenligi Uygulamasinin Degerlendirilmesi. Ph.D. Thesis, Eskisehir: Anadolu University. [49] Sag, R. (2008). The Expectations of Student Teachers about Cooperating Teachers, Supervisors and Practice Schools. Egitim Arastirmalari-Eurasian Journal of Educational Research, 32, 117-132. [50] Sander, P. (2006). Researching Our Students for More Effective University Teaching. Electronic. Journal of Research in Educational Psychology, No 5-3, 1, 113-130.
http://www.investigacion-psicopedagogica.org/revista/articulos/5/english/Art_5_36.pdf?origin=publication_detail [51] Sander, P., Stevenson, K., King, M., & Coates, D. (2000). University Students’ Expectations of Teaching. Studies in Higher Education, 25, 309-323.
http://dx.doi.org/10.1080/03075070050193433 [52] Schilling, K. M. (1999). Increasing Expectations for Student Effort. About Campus, 4, 4-10. [53] Selcuk, Z. (2001). Okul Deneyimi ve Uygulama (2. Baski). Ankara: Nobel Yayin Dagitim. [54] Senemoglu, N. (2009). Gelisim Ogrenme ve Ogretme. Ankara: Pegem Akademi Yayincilik. [55] Shank, M. D., Walker, M., & Hayes, T. (1995). Understanding Professional Service Expectations: Do We Know What Our Students Expect in a Quality Education? Journal of Professional Services Marketing, 13, 71-89.
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