Abstract
The aim of this study is to examine the application process of preservice primary school teachers in primary schools within the scope of teaching practice course. In addition, the aim of this study is to evaluate the preservice teachers' mathematics teaching competencies by the practice teachers in their schools. For the purpose of the study, semi-structured interview technique was used from qualitative research methods. The sample of the study was composed of 17 primary teachers assigned as practice teachers in the school they study. The data were collected through semi-structured interviews with these teachers. As a data collection Tool, the interview form prepared by the researcher, which includes questions about the application process and Mathematics teaching competencies of the pre-service teachers who continue to practice throughout the semester was used. According to the findings, although the level of professional knowledge of the preservice teachers was generally good, it was not seen that they were sufficient in professional skills because of being inexperienced. The situations were the same specifically in the level of professional knowledge and skills in mathematics teaching. It was stated that pre-service teachers were generally willing to come prepared for the course and to prepare in cooperation with the teacher. It was stated that pre-service teachers had a positive relationship with students in the classroom, but discipline problems could arise when students felt it especially when the preservice teachers were unprepared.
Highlights
Teaching practice is undoubtedly one of the most important factors in the pre-service teacher training
The general aim of the teaching practices foreseen by the Faculty-school cooperation is to contribute to their individual and professional development by providing pre-service teachers with the opportunity to use the knowledge, skills, attitudes, values and habits gained in the courses of field culture, general culture and professional knowledge effectively and sufficiently in the education life [4]
It was aimed to examine the mathematics teaching competences of the pre-service teachers because the primary school students who were in the process of concrete operations could have difficulties in learning the mathematics lessons containing abstract concepts
Summary
Teaching practice is undoubtedly one of the most important factors in the pre-service teacher training. “teaching practice”, which was included in the primary school teaching program with the restructuring of faculties of Education in 1998, has become a fundamental part of the education program as an implementation made by pre-service teachers in schools within the framework of faculty-school cooperation. This practice is an important practice that enables theoretical knowledge to be transformed into practice. To the degree that the practice teachers in schools can reflect
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