Reimagining trainee teacher practicum experiences in Turkish K-12 schools

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buir.contributor.authorO'Dwyer, John
dc.citation.epage104204-12en_US
dc.citation.spage104204-1
dc.citation.volumeNumber132
dc.contributor.authorKırkgöz, Y.
dc.contributor.authorO'Dwyer, John
dc.contributor.authorGodfrey, T.
dc.contributor.authorÜstünel, E.
dc.date.accessioned2024-03-19T11:00:00Z
dc.date.available2024-03-19T11:00:00Z
dc.date.issued2023-06-09
dc.departmentGraduate School of Education
dc.description.abstractThe practicum is essential in forming a future cadre of K-12 teachers. This study explores experiences of two separate cohorts of students seeking qualified teacher status on teacher education programmes in three Turkish universities. The theoretical framework, using Langdon et al.’s (2012) 12 principles, connects delivery level concerns to systemic issues. Mixed methods gather trainee perceptions of practicum learning, mentoring and school support. School experiences were the least fulfilling; qualitative data evidence a variable picture in the provision of fit-for-purpose mentoring and school support. Findings argue for incentivising practicum delivery by linking macro-level providers - policy hubs, universities and schools - to school-based practicum needs.
dc.embargo.release2026-06-09
dc.identifier.doi10.1016/j.tate.2023.104204
dc.identifier.eissn1879-2480
dc.identifier.issn0742-051X
dc.identifier.urihttps://hdl.handle.net/11693/114971
dc.language.isoen
dc.publisherElsevier BV
dc.relation.isversionofhttps://dx.doi.org/10.1016/j.tate.2023.104204
dc.rightsCC BY-NC-ND 4.0 DEED (Attribution-NonCommercial-NoDerivs 4.0 International)
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/
dc.source.titleTeaching and Teacher Education
dc.subjectTrainee teachers
dc.subjectPracticum
dc.subjectMentoring
dc.subjectSchool cultures
dc.subjectPolicy initiatives
dc.titleReimagining trainee teacher practicum experiences in Turkish K-12 schools
dc.typeArticle

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