Early Field Experiences of PTEs in ELT Programme of a State University in Türkiye

Mustafa Serkan Öztürk, Eda Ercan-demirel
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Abstract

Teaching programs in Türkiye consist of a 4-year process. Internship practice takes place in the last year of this process, each in two separate terms. Prospective teachers observe, evaluate, prepare course content, and teach under the guidance of in-service English teachers in public schools affiliated with the Ministry of National Education and with the support of supervisors at the faculties and complete their internship. However, the timing of the process is thought to be too late, which is carried out during the 4-year education period and where prospective teachers will be actively involved in schools/real teaching environments and gain experience. "Early Field Experience", which is also found in the world literature and has exemplary applications, has been implemented in some private universities in Türkiye today but has not yet found its place in state universities. This current research studies the subject of “Early field experience”. The present study focussed on the effects of "Early Field Experience" practice in a state university in Türkiye. The study analyses the reflections of Early Field Experience (EFE) on prospective teachers' anxiety and makes the voices of prospective teachers heard. In this convergent mixed method study, STAS (Student Teacher Anxiety Scale - Hart, 1987) was used as a quantitative data collection tool, and a semi-structured interview form consisting of open-ended questions was employed for the qualitative part. In the study, prospective teachers of English had an EFE implementation process covering 10 weeks of observation and internship. The results of the quantitative data showed that there was a significant difference between pre-test and post-test scores for the level of anxiety of PTEs (t=4.16; p< .05) in favour of the post-test. Findings of interviews revealed that the prospective teachers' concerns were in the areas of teaching, students’ background, classroom management, readiness to teach, and burnout before the EFE; and after the EFE, they experienced improvements in classroom management, appropriate language use, readiness to teach, experience and teaching content.
土耳其一所国立大学英语教学课程中 PTE 的早期实地经验
土耳其的教学计划为期 4 年。实习实践在这一过程的最后一年进行,各分两个学期。准教师在国家教育部下属公立学校的在职英语教师的指导下,在学院导师的支持下进行观察、评估、准备课程内容和授课,并完成实习。然而,人们认为这一过程的时间安排太晚了,它是在 4 年教育期间进行的,准教师将积极参与学校/真实教学环境并积累经验。"早期实地体验 "在世界文献中也有记载,并具有示范应用价值,目前已在土耳其的一些私立大学中实施,但尚未在国立大学中推广。本研究以 "早期实地体验 "为主题。本研究的重点是 "早期实地体验 "在土耳其一所国立大学的实践效果。本研究分析了 "早期现场体验"(EFE)对未来教师焦虑的影响,并倾听了未来教师的声音。在这项融合的混合方法研究中,STAS(学生教师焦虑量表--哈特,1987 年)被用作定量数据收集工具,由开放式问题组成的半结构化访谈形式被用于定性部分。在研究中,准英语教师进行了为期 10 周的 EFE 实施过程观察和实习。定量数据结果表明,PTE 的焦虑程度在测试前和测试后的得分之间存在显著差异(t=4.16;p< .05),测试后的得分更高。访谈结果显示,准教师在参加 EFE 前,在教学、学生背景、课堂管理、教学准备和职业倦怠等方面感到担忧;而在参加 EFE 后,他们在课堂管理、恰当使用语言、教学准备、教学经验和教学内容等方面都有所改善。
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