Field Experience and Its Application in ELT in Turkey
Putting Theory into Practice
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Over the last few years researchers in education came to the conclusion that in teacher education more emphasis should be put into practice rather than theory. The purpose of the study was to investigate the perceptions of the student teachers on experienced field practice (School Experience II (SEII), Teaching Practice Activities (TPA)) and expected field practice and also to investigate the frequency of the student teachers fulfilling the requirements, their benefits, their cooperation and their being informed both at SEII and at the TPA. The findings indicated that the student teachers expe...
Over the last few years researchers in education
came to the conclusion that in teacher education
more emphasis should be put into practice rather
than theory. The purpose of the study was to
investigate the perceptions of the student teachers
on experienced field practice (School Experience II
(SEII), Teaching Practice Activities (TPA)) and
expected field practice and also to investigate the
frequency of the student teachers fulfilling the
requirements, their benefits, their cooperation and
their being informed both at SEII and at the TPA.
The findings indicated that the student teachers
expectations were higher than their experiences in
both SEII activities and TPA. It was observed that
gender effected what student teachers experienced
neither at SEII nor in TPA. However, gender did not
effect student teachers expectations in Teaching
Practice. Expectations of the student teachers were
the same at every ELT department and their success
affected their experience in TPA. This study should
be especially useful to educators and students in
ELT.
came to the conclusion that in teacher education
more emphasis should be put into practice rather
than theory. The purpose of the study was to
investigate the perceptions of the student teachers
on experienced field practice (School Experience II
(SEII), Teaching Practice Activities (TPA)) and
expected field practice and also to investigate the
frequency of the student teachers fulfilling the
requirements, their benefits, their cooperation and
their being informed both at SEII and at the TPA.
The findings indicated that the student teachers
expectations were higher than their experiences in
both SEII activities and TPA. It was observed that
gender effected what student teachers experienced
neither at SEII nor in TPA. However, gender did not
effect student teachers expectations in Teaching
Practice. Expectations of the student teachers were
the same at every ELT department and their success
affected their experience in TPA. This study should
be especially useful to educators and students in
ELT.
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