Abstract
The aim of this study was to learn the opinion of the teacher candidates who study pedagogical formation in Karabuk University in 2016-2017 teaching session, as well as mentor teachers and coordinators who lead them during the teaching practices at schools. This research study is mainly based on qualitative techniques. Working group of this study is composed of 155 teacher candidates, 56 mentor teachers and 16 coordinators. Three open-ended questions were given to the teacher candidates, mentors and coordinators for collection of data. The data were evaluated as in the mean of content analysis. According to the findings, teacher candidates expressed that “mentor teachers and coordinators at schools of implementation had a positive and supportive attitude towards them” while some of the candidates were expressing that “mentor teachers are not supportive.” Mentor teachers and coordinators found teacher candidates’ attitudes positive and refined. Mentor teachers and coordinators mentioned negative references about teacher candidates. They said that teacher candidates didn’t use proper teaching methods, techniques and materials when the teacher candidates are teaching, and failed to manage and maintain classroom atmosphere and the intended lesson time. It is considerable that teacher candidates had also mentioned that “they were doing the same mistakes what their coordinators and teachers determined.” As a result, teaching practice schedules should be well arranged in the way of cooperation between the University and the National Ministry of education, which was suggested to the authorities in the Turkish Higher Education Board.
Highlights
As our resources of knowledge increase speedily in this globalized world, it is essential that teachers have both capability and higher education to transfer knowledge to their students in a proper way
The missions has political dimensions, in addition to economic and social aspects. For their teacher training schedule, countries are working on new programmes and curricula that rely on constant improvement and advancements
Responses received from the teacher candidate, mentor teacher and coordinators are classified under main themes and subthemes, and tables are prepared and finding comments are given
Summary
As our resources of knowledge increase speedily in this globalized world, it is essential that teachers have both capability and higher education to transfer knowledge to their students in a proper way. The missions has political dimensions, in addition to economic and social aspects. For their teacher training schedule, countries are working on new programmes and curricula that rely on constant improvement and advancements. For this reason, almost all policy makers around the globe have placed teachers on the root of the reforms in their education system. Almost all policy makers around the globe have placed teachers on the root of the reforms in their education system These reforms cover a set of arrangements such as training, employment, career development and professional improvement of teachers (Abazoğlu, 2014). To keep pace with such changes, teacher training process is altered continuously in our country
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