Abstract
This study assesses the extent to which teaching experience in Turkish schools affected the educational philosophies and expectations of foreign and Turkish student teachers. Five foreign student teachers and 8 Turkish student teachers were examined for a 3 weeks teaching practicum in English lessons. The students participated to a pre-teaching survey consisting of 6 open-ended questions related to perceptions, expectations and attitudes towards language teaching. The students also kept a journal during their practicum program. The findings indicated that pre-teaching experience had an important impact on both foreign and Turkish student teachers’ professional and personal development.
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