A sociocultural perspective on the development of Turkish pre-service teachers' competences and qualifications


Tavil Z. M., Güngör M. N.

PEDAGOGY CULTURE AND SOCIETY, vol.25, no.2, pp.263-277, 2017 (ESCI) identifier identifier

  • Publication Type: Article / Article
  • Volume: 25 Issue: 2
  • Publication Date: 2017
  • Doi Number: 10.1080/14681366.2016.1252788
  • Journal Name: PEDAGOGY CULTURE AND SOCIETY
  • Journal Indexes: Emerging Sources Citation Index (ESCI), Scopus, Academic Search Premier, IBZ Online, EBSCO Education Source, Education Abstracts, Educational research abstracts (ERA), ERIC (Education Resources Information Center), Social services abstracts, Sociological abstracts
  • Page Numbers: pp.263-277
  • Gazi University Affiliated: Yes

Abstract

This paper reports a mixed methods study which aimed to improve Turkish pre-service English language teachers' competences and qualifications during their teaching practice experience (the practicum). The analysis of qualitative and quantitative data was framed by a sociocultural perspective focused around individual, cultural, and social factors in pre-service teacher (PST) education. Findings indicate that PSTs improved their competences with regard to their professional knowledge and understanding of the cultural, socioeconomic, and educational factors at a national level; practices particularly in teaching English to young learners; and attitudes toward their profession. The paper discusses some advantages of the qualitative data tools used and provides implications for facilitating reflective PST education during the teaching practicum.