Practicum in pre-service teacher education offers ample opportunities for developing a practical conception of teaching and learning. Yet it may also promote further worry for pre-service teachers if not sufficiently resourced and carefully structured. The present study intended to delve into pre-service teachers’ perceptions of practicum undertaken through reciprocal peer mentoring and traditional mentoring trajectories. Designed as a quasiexperimental study, this longitudinal study collected mainly qualitative data through reflective journals, individual interviews and audio-records of peer conferences. The present study revealed a dire need for restructuring the traditional mentoring model currently used in pre-service teacher education programs. The study also unraveled that integration of reciprocal peer mentoring with systematic opportunities for peer conference and peer observation might be a viable suggestion to resolve the perceived shortcomings in practicum. Moreover, the study proposed that apart from an earlier onset of teaching practices, periodic rotations in teaching practices and mentormentee pairings might help to maximize contributions of engagement in practicum experiences.
Hizmet öncesi öğretmen eğitiminde öğretmenlik uygulaması, uygulamalı bir öğretme ve öğrenme anlayışı geliştirmek için büyük olanaklar sunar. Ancak yeterli kaynaklar sunulmadığı ve dikkatli şekilde yapılandırılmadığı zaman bu uygulama, öğretmen adaylarında daha yüksek endişeye de yol açabilir. Bu çalışma, öğretmen adaylarının karşılıklı akran danışmanlığı ve geleneksel danışmanlık yöntemleriyle tamamlanan öğretmenlik uygulamasına ilişkin görüşlerini incelemeyi amaçlamıştır. Yarı-deneysel olarak tasarlanan bu boylamsal çalışma, yansıtıcı günlükler, bireysel görüşme ve akran görüşmelerinin ses kayıtları vasıtasıyla nitel very toplamıştır. Çalışma, halihazırda hizmet öncesi eğitim programlarında kullanılan geleneksel danışmanlık modelinin yeniden yapılandırılmasına acil ihtiyaç olduğunu göstermiştir. Bu çalışma aynı zamanda sistematik akran görüşmesi ve akran gözlemi imkanlarıyla karşılıklı akran danışmalığı entegrasyonunun, öğretmenlik uygulamasında gözlemlenen eksiklikleri gidermek için uygun bir seçenek olduğunu göstermiştir. Ayrıca çalışma, öğretme uygulamalarına daha erken başlamanın yanı sıra öğretme uygulamalarında ve mentor-öğrenci eşleşmelerinde periyodik rotasyonların öğretmenlik uygulamalarının katkılarının en üst düzeye çıkarılmasına yardımcı olabileceğini ortaya koymuştur.
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