Teaching Practice Course Research Articles

Teaching System of Embedded Mechanical Manufacturing Specialty Based on Deep Learning

With the increasing development of electronic computers and the popularization of computer technology, management systems have been widely used in the society. With the continuous improvement of the teaching system, the methods of education and teaching are also quietly changing, especially in the field of higher vocational education. Due to the characteristics of vocational education, it makes “training project progress control” and “teaching resource integration” the teaching requirements of “distribution,” “strictly restricting daily work habits,” “improving professional quality,” and “teachers’ effective control of the quality of students’ personal projects” that have become increasingly urgent needs in vocational colleges. There is a certain gap between the standards and quality of talent training in our country’s applied undergraduate colleges, and the society’s requirements for high-skilled talents and practical teaching in applied undergraduate colleges are a necessary condition for cultivating high-skilled talent. This subject research takes the mechanical manufacturing professional practice teaching system as the research object, conducts in-depth investigation and research in applied undergraduate colleges, explores the status quo of the mechanical manufacturing professional practice teaching system of applied undergraduate colleges, and analyzes the reasons for the problems. In this study, six classes of mechanical manufacturing majors in six applied undergraduate colleges were selected as the experimental group and the control group for comparison. The experimental group adopts an embedded mechanical manufacturing professional teaching system based on deep learning. In daily teaching, the control group used traditional teaching methods to learn. The questionnaire understands the role of the embedded machinery manufacturing professional teaching system in teaching from four aspects: practical teaching curriculum, practical teaching content, practical teaching equipment, and practical teaching teachers. Experiments have proved that more than half of the people think that the teaching effect of the current mechanical manufacturing professional practice teaching courses is average; only 17.18% think that the classroom is good, and 24.36% think that the classroom is poor. This shows that the construction of similar engineering professional practice is in line with the major itself, and the teaching system has theoretical guiding significance, which is conducive to the seamless connection of mechanical manufacturing majors and industrial positions in applied undergraduate colleges; it is conducive to continuously improving the core competitiveness of mechanical manufacturing majors in industrial and applied undergraduate colleges.

Examination of Music Teacher Candidates’ Opinions Regarding Distance Teaching Practice Course during the Pandemic

This qualitative study aims to determine the opinions of music teacher candidates in Turkey on distant “Teaching Practice” courses during the Covid-19 pandemic. The participants of the study consist of 27 music teacher candidates, 18 female and nine male, studying in the last year (4th grade) of the music teaching department in the 2020-2021 academic year. The experiences gained in the course, the advantages and disadvantages of the process, the problems encountered and solution suggestions were determined through a semi-structured interview form. The data were analysed by content analysis. Music teacher candidates stated that they learned how to create virtual course content and design material, learned distant classroom and time management, gained the ability to communicate remotely and gained self-confidence. While providing ease/comfort, financial savings, opportunity to repeat the course, ensuring the continuation of education, preventing virus spread, time/place flexibility, strengthening technological know-how, strengthening theoretical knowledge, reducing the excitement factor, and providing remote monitoring were considered as advantages of the distance education process by music teacher candidates, limited communication, unreliable assessment and evaluation, limited time and activities, Not being suitable for applied fields, leading to mental laziness, and lack of sense of reality were considered as disadvantages. Inability to provide classroom management and discipline, ineffective teaching, lack of communication, technical problems, lack of music lesson materials, students’ indifference, and not participating actively in the lesson are encountered in the distance teaching practice course. For the process to be carried out in a better way, music teacher candidates made suggestions such as compulsory attendance, reliable assessment and evaluation, creating micro-groups, diversifying music activities, designing fun activities, course content, and materials, troubleshooting technical problems, cooperation, assessment of students’ requests and attitudes, providing psychological support, and accelerating the transition to face-to-face education.

Online education, notes on the experience in the Licentiate Degree in Mathematics at the Federal University of Campina Grande

We live in a time of cyberculture, in the constant presence of digital network, social networks, the constant use of applications and devices of Information and Communication Technology and it is important that education is engaged in this reality. The experience in graduate education has presented researchers with different perspectives and who have been studying online education and its devices and interfaces for a long time. Online education has become, since 2020, a reality at all levels of education, and teachers at universities have also had to adapt their practice so that teaching takes place, respecting the rules of physical distance, due to the situation of pandemic that we experience. Thus, this article aims to present and analyze the results of the use of resources and interfaces in the development of the Mathematics Teaching Practice course in the Elementary School of the Mathematics Degree Course at the Teacher Training Center of the Federal University of Campina Grande (UFCG), Cajazeiras campus, in Paraíba. And in this way, reflect on the influence of learning developed in the Doctorate in Education by the Federal University of Sergipe (UFS) and in the Research Group on Education and Digital Cultures (ECult) in teaching practice. For the development of this work, questionnaires made to students at the beginning and at the end of the academic period were used as an evaluation, identification of the studies carried out in the preparation and of the interfaces used, as well as reports of the activities and presentation of the results of the discipline. When analyzing the use of technologies in the teaching of Mathematics Teaching Practice, what is observed is that it was necessary to adapt the actions provided for in the curriculum component's menu, but it was possible to introduce interfaces never used before in the course and develop activities in an innovative way. and with learning that will remain in the next periods, even in person and that this practice was directly influenced by the guidance and experiences in the doctorate and in the Research Group.

Examining the Professional Development Processes of Pre-service English Teachers in Turkey

The aim of this study is to reveal the development of the professional knowledge and competencies of pre-service English teachers through the practice of lesson study. The action research method, one of the qualitative research methods, was used in this research. Action plans are prepared in two cycles. Accordingly, each lesson plan represents action research and two cycles. The study group of the research consisted of two pre-service English teachers from among fourth-year students studying in the English language teaching department of a public university and taking teaching practice courses. In the research, interview, observation, reflective daily form, student evaluation form and the letter about the process were used as data collection tool. At the end of the research, it was concluded that the lesson study method improved pre-service teachers’ student-centered methods and technique usage skills and positively affected the pre-service teachers’ views of the teaching profession and developed their beliefs about being successful teachers.

Turning Social Problems Determined by Pre-service Teachers into Course Content in Primary Education

In the present study, after 109 pre-service teachers had completed at least one of the teaching practice or teaching practicum courses, their styles of identifying social problems and adapting social problems into lesson contents were examined. The pre-service teachers’ perceptions of social problems, the values they want to teach while transforming social problems into course content, key competencies, and the teaching method and techniques they prefer to use were analyzed. In addition, the grade levels and primary school lessons at which they intended to teach social problems were also examined. As a result, it was concluded that the pre-service teachers were able to handle social problems within national and international contexts and turn them into course contents.

A model trial for the “Teaching Practice” course within Turkish teaching programs: Lesson study

This study aimed to reveal certain people’s perceptions and experiences regarding the lesson study model conducted within the Teaching Practice course under the program of Turkish Teaching at a state university in Turkey. The design of this research was determined to be a case study. The study group consisted of an instructor, practice teacher and three pre-service teachers. Data were collected through observation, interviews or documents, and assessed through analyses. At the end of the study, three categories as positive experiences, issues and contributions emerged. The results indicated that participants had positive experiences in terms of preparing and implementing a course plan for the reading skills, classroom management, communication between the group members, and doing research. Moreover, as understood from the results, micro-teaching practices conducted by the pre-service teachers during their undergraduate program consolidated the characteristics of the lesson study process, and pre-service teachers felt satisfied based on the course plan they prepared and implemented, on the participant of secondary-school students to courses, and on the positive feedback of instructor and practice teacher. The issues were found to be related to the model and negative feelings; these issues were specifically associated with finding sources for the reading activities or preparing course plans for different classes. Moreover, model-related issues such as the obligation of group work in the model and greater responsibility of the person instructing the class were experienced. Pre-service teachers were found to experience certain feelings in this process such as anxiety or excitement. In conclusion, lesson study model contributed to the teaching skills and the cooperation in the classroom.

Pre-service Teachers' Journey of “Teaching” through Micro-Teaching: A Mixed Design Research

The aim of this study was to experimentally investigate the effect of micro-teaching on pre-service classroom teachers’ teaching knowledge and skills and determine their views of micro-teaching activities, and their perceptions of the concepts of “student” and “teacher” through their mind maps. The study sample consisted of 13 senior pre-service classroom teachers. Embedded mixed methods design was used. The study consisted of two parts: quantitative and qualitative. In the quantitative part, a one group pretest-posttest experimental design was used. In the qualitative part, phenomenology was used. In the quantitative part, data were collected using the Micro-Teaching Assessment and Observation Form (MTAOF) (a self-assessment and peer assessment form). In the qualitative part, data were collected using a focus group semi-structured interview form and mind maps generated by pre-service teachers. MTAOF and peer assessment results showed that micro-teaching activities had a positive effect on participants’ teaching knowledge and skills. Focus group interviews showed that participants had positive views of micro-teaching activities and of the teaching practice course. Mind maps showed that participants had multidimensional perceptions of the concepts of “student” and “teacher.”

Metaphoric Perceptions of Pre-service Teachers about the Concepts of “School Principal” and “Education System”

The aim of the study was to determine the pre-service teachers' metaphoric perceptions about school principal and education system. The research was a metaphor study designed on the basis of qualitative research paradigm. Metaphors are an important tool in revealing specific characteristics of a situation or an object. The particiapants of the research consisted of 97 pre-service techers studying at Anadolu University in the 2018-2019 academic year. The criterion sampling method was used to determine participants in the study. The criterion in determining the participants was that pre-service teachers had completed the Turkish Education System and School Management course and had experienced the teaching practice courses. In this context, data collection forms were distributed to 115 pre-service teachers who met the criteria. However, 18 forms that did not include metaphor sources were excluded from the analyzing process. Hence, perceptions of 97 participants related to the concept of “school principal” and perceptions of 92 participants on the concpt of “education system” were analyzed. The data in the study were collected using the metaphor form prepared by the researcher. Reliability percentage was calculated in the scope of Miles and Huberman (1994) formula of coding relability. According to the findings, it can be stated that the perceptions of pre-service teachers related to the school principal and the education system were gathered in 9 categories.

Level of pre-service mathematics teacher’s reflective thinking

Reflective thinking has been promoted in universities in recent years, is no exception for prospective mathematics teachers. Reflective thinking ability of prospective teachers needs to be identified as consideration for finding the right formula to improve reflective thinking skills in learning. The purpose of this study is to classify the reflective thinking abilities of prospective mathematics teachers. The research method used was a survey method. This research involved mathematics education students who had attended practical teaching courses. The instrument used was a reflective thinking questionnaire distributed online. As many as 85 students filled out the questionnaire through the Google form. Data analysis was performed by quantifying the results of the questionnaire, then calculating the frequency and interpreting it using predetermined criteria. The results showed that prospective mathematics teachers who had been categorized in reflective thinking were less than 50%. This shows that the improvement of reflective thinking ability for prospective mathematics teachers is still very much needed.

Opinions of pre-service pre-school teachers on the use of mathematics activities

The research reported on here was designed in a qualitative approach to present the opinions of pre-service pre-school teachers on the use of mathematics activities. The sample consisted of 10 pre-service teachers, who in their fourth year of pre-school education in the teaching department in 2017 to 2018. The pre-service teachers in the study group were selected from those with a grade point average (GPA) of above 3 and who completed the teaching practice course. In the research, the data were collected from the pre-service teachers through interviews. A semi-structured form, developed by the researcher, was used as a data collection tool in order to reveal the opinions of pre-service pre-school teachers on the application of mathematics activities. The results of the research show that the participating pre-service pre-school teachers used more than one-to-one correspondence in mathematics activities of which the most difficult concepts were classification and geometrical figures – difficult situations in which to attract the attention of children and a crowded class of 36 to 48 month old children. Most of the mathematics activities were integrated into games and art through the narration and gamification method. The participants mostly used prepared mathematics activities in practice.

EVALUATION OF THE PRESCHOOL TEACHING PRACTICE I-II COURSE ACCORDING TO THE VIEWS OF THE PRACTICE TEACHERS AND THE STUDENT TEACHERS

It is stated that one of the most important stages in the training of a teacher is that teacher candidates gain practical teaching experience in schools (Ünlüönen & Boylu, 2007). Together with the lecturers in the faculty, the people who will contribute to the training of the teacher candidate and guide the teacher candidate in the school dimension of the process, namely the application part, are the practice teachers. MoNE defines the practice teacher as "the teacher who has a teaching formation in the practice school, selected from among the experienced teachers, guides and counsels the teacher candidate in gaining the behaviors required by the teaching profession". Practice teachers should be open to collaboration, willing to introduce teaching-learning processes, and sharing (Coşkun & Yalın Uçar, 2012). Since the application students gained their first professional experience under the guidance of the practice within the scope of the Teaching Practice course, the practice teacher should understand the importance of this process and know his responsibility. Teacher candidates find the opportunity to apply the knowledge they have acquired at the end of their 4-year undergraduate education in a real environment for the first time. Based on these points, the aim of this study is to evaluate the opinions of preschool student teachers studying at the same university and practice teachers about their practices in preschool education institutions within the scope of the "Teaching Practice I-II" course. This research was carried out to determine the opinions of 10 pre-school teachers working in 5 state kindergartens randomly selected from Küçükçekmece, Bakırköy and Ataköy districts of Istanbul province and 10 preschool stundent teachers studying at a foundation university in Istanbul on Teaching Practice I-II courses. Within the scope of the research, two data collection tools, "Teacher Interview Form" and "Student Interview Form", were used. The teachers and student teachers were determined by using the "snowball sampling" method. In the research, semi-structured interviews were conducted with a total of 20 people, including 10 preschool student teachers and 10 practice teachers. While the student teachers found the education they received at the university as theoretical and they could not implement activities that might interest children in the classroom, the practice teachers stated that the presence of teacher candidates in their classrooms provided an advantage especially in terms of supporting them in art activities, but they did not find their classroom management dominance sufficient. While the student teachers found their communication with them good, they stated that the student teachers should improve themselves in the activity implementation processes.

Digital Storytelling: Developing 21st Century Skills in Science Education

<p style="text-align:justify">The present study aimed to provide a digital story development experience for pre-service science teachers in the “instructional technologies and material development” course and to determine the impact of these experiences on their views on digital storytelling. Simultaneous parallel design, one of the mixed methods in which both quantitative and qualitative data were collected, was used in the study. Quantitative and qualitative findings are presented in different sections and both were interpreted in the discussion section. The quantitative study data were collected from 50 pre-service teachers, while the qualitative data were collected from 16 pre-service teachers. Quantitative data were collected by a survey and the qualitative data were collected in interviews. Descriptive/inferential statistics were employed in the analysis of the survey data. The steps of the analysis, coding, and categorization were adopted in the study for qualitative data. The positive effect of digital storytelling on the 21st-century skills of pre-service teachers was revealed by both quantitative and qualitative data. Furthermore, it was determined that pre-service teachers considered digital storytelling as advantageous since it provided meaningful and permanent learning, was fun and motivational; however, it also had disadvantages since it was time-consuming and required technological knowledge. It was revealed that they experienced certain difficulties in scriptwriting, finding the related images/videos and photographs, and finalizing the recording, and they considered that most, if not all, topics in the science course were suitable for digital storytelling. For pre-service teachers to acquire 21st-century skills, digital storytelling should be employed in several courses including the teaching practice course, and pre-service teachers should gain experience in preparing the students for digital storytelling.</p>

COVID-19 PANDEMİSİ SÜRECİNDE FEN BİLİMLERİ ÖĞRETMEN ADAYLARININ ÖĞRETMENLİK UYGU

This study was carried out to determine the opinions of pre-service science teachers, practise science teachers and academicians about The Teaching Practice Course, which was interrupted due to the New type of Coronavirus (Covid-19) pandemic. The research was conducted with eight pre-service science teachers, eight instructors, and eight practise science teachers at Ä°brahim Cecen University of Agri Education Faculty in the 2019-2020 academic year. Qualitative phenomenology (phenomenology) model was used in the research. To obtain data for this research, semi-structured eight open-ended questions about the achievements that science teacher candidates need to acquire in the Teaching Practice course and the difficulties they experience in the process were directed to science teacher candidates who continue their education remotely, eight open-ended questions to practise teachers and semi-structured eight open-ended questions were directed to lecturers and then the answers were analyzed. According to the findings of the study, the lecturers emphasized that this epidemic affected all branches without discrimination and that they could not provide the students with the necessary support. Due to the insufficient resources and opportunities offered by the Higher Education Council to teacher candidates, they suggested that this lesson should be compensated in order to make the Teaching Practice lesson more efficient. The science teacher candidates stated that conducting the teaching practice course, which cannot be attended in formal, in this way would create a disadvantage for them in their professional life, that they found the homework and projects given for the teaching practice lesson productive, that they found the distance education was insufficient, and the lesson should be compensated. Most of the time, although they could not attend the distance education courses, they stated that mostly the lecturers at the university helped them to overcome the difficulties they experienced during this process. Similarly, the practise science teachers emphasized that the science teacher candidates who cannot take the teaching practice course in a formal way will be insufficient in their professional life, they will have difficulty in communicating with the students in their professional life and the lesson should be compensated.

Opening Black-Box of Teaching-Practice: Pre-service Teachers’ Learning from the Hidden Curriculum Perspective

The main purpose of the study is to reveal the hidden learning-outcomes gained through teaching practice of pre-service teachers regarding hidden curriculum (HC) perspective. After a nine-week teaching practice course, the pre-service teachers (n=11) attended to a single case study. An interview related to their in-class learning experiences was implemented. Finally, based on the HC, a deductive content analysis was conducted. Results indicated that totally 11 learning themes were determined. Even though themes have a complex structure on their own, they explicitly show that hidden learning outcomes reflect three basic learning domains as “learning to learn (LL)”, “learning the profession (LP)” and “learning to be an expert (LBE)”. As a conclusion, the results have been discussed in terms of HC, teachers’ professional development, the teaching profession, metacognition, and official teacher training curriculum (OTTC) perspectives.

Mathematics Teacher Candidates’ and Their Mentors’ Perceptions about Teaching Practice Courses

Mathematics Teacher Candidates’ and Their Mentors’ Perceptions about Teaching Practice Courses

ÖĞRETMENLİK UYGULAMASI DERSİNE İLİŞKİN YAPILAN TEZLERİN DEĞERLENDİRİLMESİ

Araştırmanın amacı, Türkiye’de Öğretmenlik Uygulaması dersi üzerine yapılan yüksek lisans ve doktora tezlerinin çeşitli kriterlere göre değerlendirmesini yapmaktır. Lisansüstü tezlere Yükseköğretim Kurulu web sayfasından tez tarama kısmına “Öğretmenlik Uygulaması”” yazılarak ulaşılmıştır. Çalışmada bu şekilde ulaşılan 1997-2020 yılları arasında yazılmış ve yayımlanma izni bulunan 59 tez içerik analizi yöntemi ile incelenmiştir. Veriler SPSS ile frekans ve yüzde tekniği kullanılarak analiz edilmeye çalışılmıştır. Elde edilen sonuçlara göre çoğunluğu yüksek lisans tezi olan çalışmaların daha çok kadın araştırmacılarla gerçekleştirildiği, incelenen tezlere daha çok erkek öğretim üyelerince danışmanlık yapıldığı, profesör doktor öğretim üyelerinin diğerlerine göre daha çok tez danışmanlığı yaptığı, özellikle üniversiteler bazında Gazi, ODTÜ ve Anadolu üniversitesinde ve bu sayede İç Anadolu bölgesinde öğretmenlik uygulaması konusunun daha çok çalışıldığı ortaya çıkmıştır. Ayrıca tezlerin yapıldığı yıllara bakıldığında 2014-2016 yılları arasında daha fazla tez yapıldığı, tez jürilerinin 3 kişilik olmasının daha çok tercih edildiği, 151-200 arası sayfa sayısı ve 11-15 arası kelime sayısından oluşan başlıkların tercih edildiği, alt problem olarak da 0-5 arası alt probleme sahip tezlerin daha çok olduğu ve daha çok öğretmen adayı görüşü alma şeklinde betimsel yöntem ile tarama modeliyle yapılan çalışmalar olduğu gibi sonuçlara ulaşılmıştır. İncelenen tezlerde uygulama okullarındaki öğrencilerin, okul yöneticilerinin ve uygulama okul koordinatörünün araştırmaya çok fazla dâhil edilmediği fark edilmiştir. Bu sebeple, öğretmenlik uygulamasıyla ilgili yapılan tezlerde daha fazla (ilkokul, ortaokul ve lise) öğrenci, okul yöneticisi ve uygulama okul koordinatörü görüşüne yer verilmelidir.

Evaluation of the teaching practice course carried out with the Lesson Study Model

The purpose of this research was to evaluate the teaching practice process carried out with the lesson study model. In this research “action research” approach was adopted. The study group of the research consisted of four Turkish Language and Literature pre-service teachers. Lesson study was carried out in nine weeks of the teaching practice course. Qualitative data collection techniques such as observation, unstructured focus group interview, and document review were used as data collection techniques. Pre-service teacher course observation forms obtained before the lesson study process, course plans, reflective diary forms, peer observation forms and student opinion forms obtained during the lesson study application process were analyzed with descriptive analysis method. At the end of the lesson study process, focus group interview data and letters written by pre-service teachers were analyzed by content analysis method. At the end of the research, it was seen that pre-service teachers’ perception of teaching profession changed in line with student-centered understanding. It has been determined that pre-service teachers personally develop in terms of multi-faceted thinking, problem solving, self-confidence and patience and also improve professionally on issues such as coping with students, preparing plans, and producing activities.
 Received: 14 April 2020Accepted: 22 October 2020

The response of clinical practice curriculum in teacher education to the Covid-19 breakout: A case study from Israel.

This case study explores how teacher education curriculum in a college in Israel responded to the Covid-19 outbreak. The article focuses on the clinical component of the preservice curriculum (practice teaching and methods courses). It reveals that curriculum became malleable in two major ways: there was (1) a shift to learner-centered well-being and social emotional learning (SEL); and (2) an adaptation of teaching methods. The Covid-19 shutdown imposed a restructuring of the content, sequence, and scope of the curriculum. While certain topics were omitted or reduced in scope, others—especially those related to digital instruction—were introduced or expanded. Pedagogy instructors also began to attend to their students’ well-being by introducing SEL contents and activities. This response during challenging times revealed teacher educators’ adaptability, resilience, and agency. The Covid-19 breakout transformed the curriculum from a traditional pre-planned and structured syllabus to one that is more responsive, dynamic, and malleable.

Examination of Teacher Identities of Pre-service Teachers Within the Scope of Teaching Practice

The pre-service teachers, who are at the beginning of the process of acquiring the teaching profession, have the opportunity to experience teaching within the scope of teaching practices during their education. It is aimed to support their development as a teacher in this experiential process. In this research, teacher identities were examined along with the process in which the pre-service teachers gained their first professional teaching experience by practicing their theoretical knowledge. In this study, which was designed within the scope of phenomenological design, 30 pre-service teachers who took teaching practice courses were identified as participants with the purposive sampling method. Data obtained by the participants' online diaries, kept throughout their teaching practices, and the interviews aiming to determine the views and perceptions of the pre-service teachers were analyzed. It has been determined that their teacher identities were developed during their teaching practice with the help of cooperating teachers and supervisors in university. It was seen that the participants indicated their natural identity and pedagogical knowledge among their teaching identities.

The Reflections of the English Language Teaching Department Students on Internship Programs: A Case of Erbil

Practice teaching for pre-service teachers is a crucial affair before starting their carrier. It is considered one of the fundamental elements of whole teaching programs of education faculties since the teacher candidates find the opportunities to observe and practice their theoretical knowledge through practice teaching programs in schools. Within this context, the present research sought to reveal the reflections of the education faculty’s seniors on practice teaching course utilizing both qualitative and quantitative methods. A private university’s English Language Teaching department’s seniors in Erbil were selected by convenience sampling as research sample, and 31 students participated in the questionnaire. A semi-structured survey used for this study including the parts of demographics, knowledge, skills and dispositions, field experiences and practice teaching, quality of instruction and two open-ended questions. The results indicated that most of the students expressed their positive reflections on their internship program. They believe the internship programs enable them to enhance their teaching skills and prepare them for real classroom atmosphere before graduation.