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

What is it about?

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.

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Why is it important?

Issues related to the practicum teaching experiences and suggestions for facilitating reflective teaching are discussed in detail upon the results of the study. You may replicate the research design in your own context and compare the results with those of this study.

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