A Critical Look at a Blended English Language Teacher Education Program with an Emphasis on the Practicum

Ebru Melek Koç

doi:10.19173/irrodl.v17i4.2286

Abstract

<p class="2">The aim of the present study was to explore what types of difficulties student teachers enrolled in a Bachelor of Arts (B.A.) in English Language Teacher Education program offered in a blended format and their cooperating teachers encountered during the student teacher practicum. The participants were 21 fourth grade student teachers and 12 cooperating teachers. Semi-structured interview questions were used to collect data. The interviews were tape-recorded and then transcribed to be analyzed. According to the findings, the problems student teachers faced were grouped into four areas: assessment systems, computer–assisted communication, challenges with mentors, and psychological issues. Cooperating teachers’ problems were categorized as problems associated with the program and problems associated with the student teachers. The results of this study contribute to an increased understanding of the problems that student teachers and their cooperating teachers face during field experience at an English language teacher education program offered in a distance format. This study provides suggestions for establishing more effective mentorship during the field experience.</p>

Highlights

Blended learning (BL), from a general aspect, is a combination of online learning and face-to-face learning
The analysis of the results indicated three types of problems: problems common to both the student teachers and their cooperating teachers, problems reported by only student teachers, and problems reported by only cooperating teachers (Table 1)
The present study aimed to explore the problems of both student teachers and their cooperating teachers in the blended English language education program in relation to the field experience

Summary

Introduction

Blended learning (BL), from a general aspect, is a combination of online learning and face-to-face learning. Wu, Tennyson, and Hsia (2010) defines BL as “an instructional sytem that combines multiple learning delivery methods, including most often face-to-face classroom with asynchronous and/or syncrounous online learning” (p.155). In this definition online learning refers to technologically-supported learning activities, which are Web-based or available online. The first is a four-year traditional program In this format, the student teachers receive face-to-face education, and the courses are term-based. The university teacher’s responsibilities are similar to those of the cooperating teacher: assisting the students with their lesson plans, observing them, and giving feedback about their teaching performance. The evaluation of the student teachers for this course is a shared responsibility of the cooperating teacher and the university supervisor

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Discussion

Conclusion