副教师教学见习观之检验:质性个案研究

IF 0.9 Q3 EDUCATION & EDUCATIONAL RESEARCH

Australian Journal of Teacher Education Pub Date : 2022-02-01 DOI:10.14221/ajte.2022v47n2.1

Gülten Koşar

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引用次数: 0

摘要

鉴于探索副教师对教学实习的看法的重要性，本定性案例研究旨在寻求四个土耳其副教师在教学实习中的自我感知角色是什么以及他们对土耳其教学实习长度是否适当的看法的答案。此外，本研究旨在寻找教学实习是否促进了副教师所辅导的最后一位实习教师的专业发展以及辅导是否促进了他们自己的专业发展等问题的答案。调查结果显示，实习教师认为专业支持和情感支持是实习教师的核心角色，实习时间不足。调查结果还显示，副教师认为教学实习对他们所指导的实习教师的专业发展有很大的帮助，而指导也促进了他们自己的专业发展。

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An Examination on Views on Teaching Practicum Held by Associate Teachers: A Qualitative Case Study

Seeing the significance of exploring associate teachers’ views about teaching practicum, this qualitative case study aims to seek answers to the questions of what the self-perceived roles of four Turkish associate teachers in teaching practicum are and what their perceptions concerning the adequacy of the length of teaching practicum in Turkey are. Additionally, the present research targets finding answers to the questions of whether teaching practicum contributed to the professional development of the last trainee teachers the associate teachers have mentored and if mentoring fosters their own professional development. The results indicated they considered offering professional and emotional support to trainee teachers as their pivotal roles in teaching practicum and the length of teaching practicum as insufficient. The findings also demonstrated that the associate teachers believed teaching practicum substantially contributed to the professional development of the last trainee teachers they had mentored and mentoring enhanced their own professional development.

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来源期刊

Australian Journal of Teacher Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

1.80

自引率

0.00%

发文量

期刊介绍： The purpose of the Australian Journal of Teacher Education is to enhance the quality of teacher education through the publication of research reports, learned points of view and commentaries. Contributions may address proposals for, or descriptions of, development in the purpose, structure and methodology of teacher education; curriculum issues; changes in schools; or general social, ideological or political issues relating to teacher education. Papers must make an explicit connection with teacher education. The Australian Journal of Teacher Education, which is blind peer reviewed by a minimum of two members of the Editorial panel, is access free, electronic and published by Edith Cowan University. The Journal is indexed by the Australian Education Index and ERIC. It was rated ‘A’ by Australian Research Council in 2010 (www.arc.gov.au/era/era_journal_list/htm ) and is ranked .496 on SCImago. It is pleased to offer authors an efficient publication service. Manuscripts that have been through the review and revision cycle and have been accepted for publication will typically be published within two months. The time to first review can take up to six months, due to the large number of papers being submitted for review. Intending authors should be aware that the Journal has a rejection rate in excess of 50%.