Abstract
The evaluation conundrum during teaching practicum concerning the criteria used and perception of them by faculty mentors, school mentors, and preservice teachers remains a critical concern in language teacher education. This multi-perspective research quantitatively investigates the viewpoints of preservice English teachers and their school and faculty mentors regarding the significance of the evaluation criteria set by the Ministry of National Education for evaluating preservice teachers’ teaching in teaching practicum. While all three groups considered the evaluation criteria to be significant—although at varying degrees—the faculty mentors ascribed greater importance to the evaluation criteria, compared to school mentors and preservice teachers, for both the evaluation criteria used by faculty mentors and school mentors. The study highlights the key role of evaluations and feedback provided by school and faculty mentors during teaching practicum despite higher degrees of significance attached to the evaluation criteria used by school mentors. The implications can inform policy and practice in language teacher education, promoting better outcomes for the preparation of future English language teachers in Türkiye.
Publisher
Journal of Language Research
Reference54 articles.
1. Aguinis, H. (2009). An expanded view of performance management. In J. W. Smither, & M. London (Eds.), Performance management: Putting research into action (pp. 1-43). Wiley.
2. Ak Başoğul, D. & Oryaşın, M., & Coşkun, Z. (2023). The situation of meeting the 21st century teacher competencies of the MEB practicum student evaluation forms. RumeliDE Journal of Language and Literature Studies, 33, 191-214. https://doi.org/10.29000/rumelide.1285272
3. Akcan, S., & Tatar, S. (2010). An investigation of the nature of feedback given to pre-service English teachers during their practice teaching experience. Teacher Development, 14(2), 153-172. https://doi.org/10.1080/13664530.2010.494495
4. Altınmakas, D. (2012). The influence of feedback on student teachers’ professional development. In Y. Bayyurt & Y. Bektaş-Çetinkaya (Eds.), Research perspectives on teaching and learning English in Turkey: Policies and practices (pp. 91-105). Peter Lang.
5. Anderson, N. A., & Radencich, M. C. (2001). The value of feedback in an early field experience: Peer, teacher, and supervisor coaching. Action in Teacher Education, 23(3), 66–74. https://doi.org/10.1080/01626620.2001.10463076