Improving practicum for a better teacher training

Abstract

Practicum process is no doubt one of the most crucial features of the teacher training process. However, its implementation in Turkey, in different universities or even within the departments of a same faculty shows variation. This flexibility and limited feedback hours cause inconsistencies in teacher education by limiting trainees' opportunities to become better teachers. The current study was triggered by the inconsistencies of the practicum process, flexible implementations, and limited theory lessons required for feedback. Thus, it aims at investigating the effects of a more intense practicum with increased number of observations and feedback hours. The data for the study was gathered via a questionnaire, semi-controlled interviews, and researcher's field-notes. The results indicate that the teaching practice process needs restructuring and standardization to develop teacher training in Turkey.