ERG SES H 04, Pre-service Teachers and Education
Having positive attitudes about teaching profession is important for pre-service teachers due to the fact that these attitudes affect pre-service teachers’ development as teachers (Guillaume & Rudney, 1993). School experience is the first place that has a great influence on developing pre-service teachers’ conceptions about teaching profession (Beck & Kosnik, 2002). Therefore, seeing positive and beneficial practices in school experiences is important for pre-service teachers’ development and perceptions about teaching profession.
In their first field practice, pre-service teachers are assigned to experienced teachers (mentors) to observe them at the school placement. This field practice experiences, can be considered as the first place for pre-service teachers where they are in touch with real classroom environment as teachers. According to Hudson & Skamp (2002) the quality of the school practice programs contribute to professional development of pre-service teachers. Since the teacher candidates are mostly in touch with their mentors in their school placements, it is important to investigate what pre-service teachers expect from their mentors and what is provided to them by the mentors. Beck & Kosnik (2002) states that teacher candidates expect to be supported emotionally and being treated as teachers by their mentors. Moreover, pre-service teachers expect to observe different kind of teaching strategies their mentor uses and learn how to handle unexpected situations in class (Kırbulut, Boz & Kutucu, 2012). Taking into account all of these, it is crucial for pre-service teachers to satisfy their expectations concerning their mentor in their field practice. Hudson & Skamp (2002) states that constructing knowledge about curriculum, teaching and learning, can be improved and changed by guiding. Since the first guiders in practice are the mentors in schools for pre-service teachers, what they expect and gain from their mentors during the school experience has a vital role on their professional development as a teacher. Consequently, to have today’s teacher candidates as knowledgeable in contexts, willing to teach and learn more as future teachers, the pre-service teachers should be satisfied in their field practices.
In the current study, the aim is to investigate the expectations of secondary science pre-service teachers from their mentors and whether or not these expectations were met at school placement. The research questions of the current study are;
- What are the expectations of pre-service chemistry and physics teachers from their mentors during school experience?
- What kind of expectations of pre-service chemistry and physics teachers from mentors were satisfied at the end of the school experience course?
Beck, C., & Kosnik, C. (2002). Components of a good practicum placement: Student teacher perceptions. Teacher Education Quarterly, 29(2), 81-98. Guillaume, A., & Rudney, G. (1993). Student teachers’ growth toward independence: An analysis of their changing concerns. Teaching and Teacher Education, 9(1), 65-80. Hudson, P., & Skamp, K. (2002). Mentoring preservice teachers of primary science. Electronic Journal of Science Education, 7(1). Kirbulut, Z. D., Boz, Y., & Kutucu, E. S. (2012). Pre-Service Chemistry Teachers' Expectations and Experiences in the School Experience Course. Australian Journal of Teacher Education, 37(2), 41-57.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
The programme is updated regularly (each day in the morning)
- Search for keywords and phrases in "Text Search"
- Restrict in which part of the abstracts to search in "Where to search"
- Search for authors and in the respective field.
- For planning your conference attendance you may want to use the conference app, which will be issued some weeks before the conference
- If you are a session chair, best look up your chairing duties in the conference system (Conftool) or the app.