Examination of the Opinions of Students, Professors and Practice Teachers on the Teaching Practice Course

Esra Töre

Abstract


The goal of this study was the evaluation of the teaching practice course in the Psychological Counseling and Guidance (PCG) department by students, professors and practice teachers. It was a pneumology study designed with qualitative research method. The study group consists of seven students, five professors and five practice teachers from 3 different schools and 3 different universities in İstanbul. Study data were analyzed with content analysis. It was found that the communication and collaboration between the professors and practice teachers of the teaching practice course were low, and the applications within the scope of the course were inadequate. Additionally, the study has revealed that it is necessary to inform the practice teachers about the previous courses and internships the students have taken, to ensure the attendance of students to full-day practice courses on different days and that a detailed teaching practice course guide is prepared. This study is thought to benefit the literature in the sense that it shows how PCG teaching practice course differs from other teaching practice courses, in addition to suggestions to the decision makers and practitioners for improving the course.


Keywords


teaching practice, psychological counseling and guidance

References


A. Gökulu, “Prospective teachers’ views about the prospective teacher training process in Turkey”, International Journal of Social Sciences and Education Research, vol. 3(1), pp.111-123, 2017.

Ş. A. Değirmençay and G. Kasap, “Pre-service teachers’ opinions on school experience and teaching practice courses”, Adnan Menderes University Faculty of Education Journal of Educational Sciences, vol. 4(2), pp.47-57,2013.

M. Gültekin, “The metaphors that primary education teacher candidates use regarding curriculum”, Education and Science, vol.38(169), 2013.

M. Şişman and M.B. Acat, “A study of school experiences practices and its effect on the perception of teaching profession”, Fırat University Journal of Social Science, vol.13(1), pp.235- 250, 2003

E.T. Özpolat and G. Gürsoy, “A longitudinal study on pre and post service views of teacher candidates on teacher candidate training program”, Pegem Journal of Education and Instruction, vol. 9(2), p.605, 2019.

A. Arı and E. Kiraz, “Problems and solutions in school experience practices”, III. National Science Education Symposium Proceedings, pp.307-310, Ankara: MNE Publishing, 1999.

S.Baştürk, “Prospective teachers' experiences about teaching practice course”, 16th National Congress of Educational Sciences, 5-7 September, Tokat: Gaziosmanpaşa University, 2007.

A. Eraslan, “A faculty–school partnership programme: prospective mathematics teachers’ reflections on school practice course”, Hacettepe University Journal of Education, vol. 34, pp.95-105, 2008.

Ö. F. Gökmen, “The computer education and instructional technology teacher candidates’ views about teaching practice”, University Journal of the Faculty of Education, vol.11(1), pp.96-115, 2015.

Ministry of National Education, “Directive on the application of teaching students to be performed by educational students in educational institutions under the Ministry of National Education”, 31666252, 14.06.2018.

O. Çepni and F. Aydın, “Geography teacher candidates in the context of teaching practice problems and solutions”. Turkey Social Studies Journal, vol. 2(2), pp.285-304, 2015.

V. Ellis, “Impoverishing experience: The problem of teacher education in England”, Journal of Education for Teaching, vol.36(1), pp.105-120, 2010.

J. Smith and R.Souviney, “The internship in teacher education”, Teacher Education Quarterly, pp.5-19.

Council of Higher Education, “Guidance and psychological counseling undergraduate program”, Retrieved from: https://www.yok.gov.tr/Documents/Kurumsal/egitim_ogretim_dairesi/Yeni-Ogretmen-Yetistirme-Lisans-Programlari/Rehberlik_ve_Psikolojik_Danismanlik_Lisans_Programi.pdf, 2017.

P.E.Brott, “Counselor education accountability: Training the effective professional school counselor”. Professional School Counseling, vol.10(2), 2156759X0601000204, 2016.

A.Yıldırım and H.Şimşek, “Qualitative research methods in the social sciences”, Ankara: Seçkin, 2005.

P. M. W. Hackett and B. Schwarzenbach, “Ethnographic cavcats”, In P. M. W. Hackett (Ed.), Qualitative research methods in consumer psychology: Ethnography and culture, pp. 53-66, New York, NY, London: Routledge, 2016.

A. Türnüklü, “A qualitative research technique that can be used effectively in educational studies: Interview”, Journal of Educational Management in Theory and Practice, vol. 6(4), pp.543-559, 2000.

İ., Aydın, “Ethical values from research to publication in social sciences”, Periodicals in Social Sciences, Proceedings of the First National Congress, 2016.

U. K. Kılınç, “Grounded theory approach in social sciences”, In: A.Yüksel,B. Mil. And Y. Bilim, (Eds.) Qualitative Research: Why, Why, How?, Ankara:Detay, pp.122-131, 2007.

N. Karasar, Scientific research method, Ankara: Nobel, 2009.

C. Robson, "Scientific research methods: Real world researches", Ankara: Anı Publishing, 2015.

J. A. Maxwell, "Qualitative research design: An interactive approach", California: SAGE Publications, 1996.

S. Elo and H. Kyngäs, "The qualitative content analysis process", Journal of Advanced Nursing, vol. 62(1),

pp. 107-115, 2008.

M. B. Aksu, “Faculty - school collaboration seminar and evaluation of application process: Malatya province case”. XIII. National Educational Sciences Congress, Malatya İnönü University, July 6-9, Proceedings Book, 2004.

E. F. Şirin, H. S. Çağlayan, M. Ç. Çetin and R. Ekenler, “Opinions of prospective teachers, practice teachers and teaching staff about teaching practice activities”, The International Symposium on Physical Education and Sports Teaching In Eu- Bologna Process, pp.236-254, 2007.

R. Özyürek, “Identification of the application of school counseling practices carried out by students in counseling and guidance undergraduate program”, Education and Science, vol.35(156), 2010.

K. R. Boggs and L. A. Douce, “Current status and anticipated changes in psychology internships: Effects on counseling psychology training”, The Counseling Psychologist, vol. 28(5), pp.672-686, 2000.

J. Bowers and Hatch, P. A. “The ASCA national model: A framework for school counseling programs”, American School Counselor Association, 1101 King Street, Suite 625, Alexandria, VA 22314, 2005.

T. Paker, “Problems of student teachers regarding the feedback of university supervisors and mentors during teaching practice”, Pamukkale University Faculty of Education Journal, vol.23(23), pp.132-139, 2008.

C. Koç and H.Yıldız, “The Reflectors of Teaching Experiences: Diaries”, Education and Science, vol.37(164), 2012.

M. Bektaş and A. Ayvaz, “The expectations of student teachers about teaching practice”, Mersin University Journal of the Faculty of Education, vol.8(3), pp.209-232, 2012.

D.Kılıç “The evaluation of the effects of the teaching practice courses on teacher candidates”, Journal of Atatürk University Kazım Karabekir Faculty of Education, v.(10), 2004.

G.Ünver, “Collaboration on teaching practice: A case study”, Gazi University Journal of the Faculty of Education, vol.23(1), 2003.

F.Korthagen, J.Loughran and T. Russell, “Developing fundamental principles for teacher education programs and practices”, Teaching and Teacher Eucation, vol.22(8), pp.1020-1041, 2006.

N. Helgevold, G. Næsheim-Bjørkvik and S. Østrem, “Key focus areas and use of tools in mentoring conversations during internship in initial teacher education”, Teaching and Teacher Education, vol.49, pp.128-137, 2015.

American School Counselor Association, “ASCA National Model: A framework for school counseling programs”, American School Counselor Association, 2012.

R.Perusse, G. E. Goodnough and C. J. Noel, “A national survey of school counselor preparation programs: Screening methods, faculty experiences, curricular content, and fieldwork requirements”, Counselor Education and Supervision, vol. 40(4), pp.252-262, 2001.

S.Erkan, (Eds.) “Primary and secondary education institutions classroom guidance program. Primary activity examples”, Ankara: MNE General Directorate of Special Education Guidance and Counseling Services, 2007a.

S.Erkan, (Eds.) “Primary and secondary education institutions classroom guidance program. Examples of secondary education activities”, Ankara: MNE General Directorate of Special Education Guidance and Counseling Services, 2007b.

Y. Demir, “Problems of social studies teacher candidates and their solution suggestions”, Master Thesis, Abant İzzet Baysal University, Bolu, 2012.

Y.Tepeli and M. Caner, “Teacher certificate program students’ opinions on teaching practice”, Journal of Educational Sciences Research, vol. 4(2), pp.313-328, 2014.

A.Azar, "Reflections of their views on school experience and teaching practice lessons”, Journal of National Education, pp.159, 2003.

Ö. F. Çetin and H.Bulut, “Examining the evaluation of school experience I, II and teaching practice courses by the application teachers and prospective teachers”, Erzincan University Faculty of Education Journal, vol.4 (2), pp.69-75.

Ö.Demir and Ö.Çamlı, “Schools teaching practice lesson practice problems encountered the investigation of class and opinions of pre-school students: A qualitative study”, Journal of Uludağ University Faculty of Education, vol.24 (1), pp.117-139, 2011.

S.Şimşek, V. Alkan and A.R. Erdem, “A qualitative study about teaching practice”, Pamukkale University Faculty of Education Journal, vol. 34(34), pp.63-73, 2013.




DOI: http://doi.org/10.11591/ijere.v9i1.20363
Total views : 69 times

Refbacks

  • There are currently no refbacks.


Copyright (c) 2019 Institute of Advanced Engineering and Science

International Journal of Evaluation and Research in Education (IJERE)
p-ISSN: 2252-8822, e-ISSN: 2620-5440

View IJERE Stats

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.