firstname.lastname@example.org, Çukurova Üniversitesi
email@example.com, Çukurova Üniversitesi
The aim of this study is to examine Turkish pre-service English teachers’ reflection upon school experience and teaching practice and to see the change, if there is any, in pre-service teachers’ opinions about their experiences in the course of practicum. To achieve this, in the first phase of the study, participants were asked to complete an open-ended questionnaire including 15 questions about what kind of experiences and difficulties they went through in teaching practice. In the second phase of the study, participants were requested to prepare three different lesson plans to conduct in their practicum school and following this, their task was to reflect on their lesson plans from both a theoretical and a practical perspective. To reflect on their lesson plans, participants were given 14 questions to guide them in the reflection process. The reason why participants were required to prepare three lesson plans was to reveal whether there was any change or difference between the theory and practice of lesson plans after reflection. The participants were composed of 14 pre-service teachers who were in their fourth year of study at university. All those qualitative data were analyzed via inductive content analysis. The main findings showed how important for pre-service English teachers to have an experience in applying a lesson plan in real classrooms. Moreover, another important implication of the study is that the cooperation between mentors, pre-service teachers and the university supervisors should be of great importance for the quality of teacher education programs.
Pre-service English teachers, practicum, reflection, lesson plan