Research Engagement in the EFL Pre-Service Practicum

Abstract

Abstract The study aims to add to our understanding of pre-service teachers’ perceptions and experiences of research engagement during the school practicum. Specifically speaking, the following research question was addressed: What are Turkish pre-service EFL student teachers’ perceptions of the extent to which research engagement in the school practicum is beneficial for their professional development? Twenty-Four EFL student teachers (22 female, 2 male) participated in the study. They all took the practicum course together with the teacher research course during the 8th semester of their four-year undergrad education. Data came from an open-ended questionnaire, student teachers’ written reflections, conclusion sections of the research projects and semi-structured interviews with some of the participants after graduation. The findings indicated that participants benefited from research engagement during their practice teaching experience in questioning and reframing their understandings of teaching. However, they had some difficulties in research engagement during the school practicum. These findings have some crucial implications for the school practicum component of EFL teacher education programs. There is a common agreement that the pre-service teacher education programs are ideally responsible for laying the foundation for “contextualized” and “personalized” (Freeman & Johnson,1998) learning opportunities and preparing novices “to learn in and from their practice”(Feiman-Nemser, 2005). To this end, teacher candidates need support in using their own teaching practice as well as that of others (Kane and Francis, 2013) as a site of inquiry to examine and or reframe their understandings of teaching and students. (Ball and Cohen, 1999; Cochran and Smith and Lytle, 2009; Norman and Feiman-Nemser, 2005; Parr and Timperley 2010, Trent 2012). However, it is generally accepted that opportunities for such a process are not efficiently created by pre-service teacher education programs (Freeman&Johnson 1998, Feiman- Nemser 2009; Kane and Francis, 2013)