International Association of Educators   |  ISSN: 2834-7919   |  e-ISSN: 1554-5210
International Journal of Progressive Education
International Association of Educators

Original article | International Journal of Progressive Education 2019, Vol. 15(1) 135-150

A Phenomenological Study of Practicum Experience: Preservice Teachers' Fears

Zehra Keser Ozmantar

pp. 135 - 150   |  DOI: https://doi.org/10.29329/ijpe.2019.184.9   |  Manu. Number: MANU-1812-14-0002

Published online: February 06, 2019  |   Number of Views: 457  |  Number of Download: 1195

Save PDF

Abstract

This study examines and explores PSTs’ fears realised during the practicum period. In order to achieve an in-depth understanding, a phenomenological and holistic approach has been adopted. Data were collected from 22 preservice teachers via reports with open-ended questions on a weekly basis during the whole practicum period. 211 reports were analysed through inductive thematic coding. The analysis led to discrimination of twelve different yet interrelated sources of fear. It is argued that PSTs’ fears are learnt and resulted from a perception of threat, uncertainties involved in situations, possibility of deteriorating conditions of the future events and/or anticipatory reflections. The paper also explicates on the protective feature of fear, which is discussed to have a potential to support PSTs’ self-development and professional-preparation.

Keywords: practicum, preservice teachers, fears, fear sources

How to Cite this Article?

APA 6th edition
Ozmantar, Z.K. (2019). A Phenomenological Study of Practicum Experience: Preservice Teachers' Fears . International Journal of Progressive Education, 15(1), 135-150. doi: 10.29329/ijpe.2019.184.9

Harvard
Ozmantar, Z. (2019). A Phenomenological Study of Practicum Experience: Preservice Teachers' Fears . International Journal of Progressive Education, 15(1), pp. 135-150.

Chicago 16th edition
Ozmantar, Zehra Keser (2019). "A Phenomenological Study of Practicum Experience: Preservice Teachers' Fears ". International Journal of Progressive Education 15 (1):135-150. doi:10.29329/ijpe.2019.184.9.
References
  1. Al-Hassan, O., Al-Barakat, A. & Al-Hassan,  Y. (2012). Pre-service teachers’ reflections during field experience. Journal of Education for Teaching, 38 (4), 419-434.  https://doi.org/10.1080/02607476.2012.707918 [Google Scholar] [Crossref] 
  2. Allsopp, D. H., DeMarie, D., Alvarez-McHatton, P. & Doone, E. (2006). Bridging the gap between theory and practice: Connecting courses with field experiences. Teacher Education Quarterly, 33 (1), 19-35. [Google Scholar]
  3. Ashforth, B.E., & Saks, A.M. (1996). Socialization tactics: Longitudinal effects on newcomer adjustment. Academy of Management Journal , 39(1), 149-78. [Google Scholar]
  4. Beck, A. T., Emery, G., & Greenberg, R. L. (2005). Anxiety disorders and phobias: A cognitive perspective. New York: Basic Books. [Google Scholar]
  5. Boz, N., & Boz, Y. (2006). Do prospective teachers get enough experience in school placements? Journal of Education for Teaching: International Research and Pedagogy 32 (4), 353-368. [Google Scholar]
  6. Caires, S., Almeida, L. & Vieira, D. (2012). Becoming a teacher: student teachers’ experiences and perceptions about teaching practice. European Journal of Teacher Education, 35:2, 163-178. https://doi.org/10.1080/02619768.2011.643395 [Google Scholar] [Crossref] 
  7. Caires, S., & Almeida, L.S. (2005). Teaching practice in initial teacher education: Its impact on student teachers’ professional skills and development. Journal of Education for Teaching, 31(2), 111-120. https://doi.org/10.1080/02607470500127236 [Google Scholar] [Crossref] 
  8. Calderhead, J. (1984). Teachers’ classroom decision making. London: Holt, Rinehart and Winston. [Google Scholar]
  9. Cohn, M.M., & Gellman, V.C. (1988). Supervision: A developmental approach for fostering inquiry in preservice teacher education. Journal of Teacher Education 39, (2), 2-8. [Google Scholar]
  10. Conway, P. F. (2001) Anticipatory reflection while learning to teach: from a temporally truncated to a temporally distributed model of reflection in teacher education, Teaching and Teacher Education, 17(1), 89-106. [Google Scholar]
  11. Eryaman, M. Y. (2007). From reflective practice to practical wisdom: Toward a post-foundational teacher education. International Journal of Progressive Education, 3(1), 87-107. [Google Scholar]
  12. Ferrier-Kerr, J. (2009). Establishing professional relationships in practicum settings. Teaching and Teacher Education, 25(6), 790-797. https://doi.org/10.1016/j.tate.2009.01.001 [Google Scholar] [Crossref] 
  13. Fives, H., Hamman, D., & Olivarez, A. (2007). Does burnout begin with student teaching? Analyzing efficacy, burnout, and support during the student-teaching semester. Teaching and Teacher Education, 23(6), 916-934. https://doi.org/10.1016/j.tate.2006.03.013 [Google Scholar] [Crossref] 
  14. Gardner, S. (2010). Stress among prospective teachers: A review of the literature. Australian Journal of Teacher Education, 35(8), 18-28. https://doi:10.14221/ajte.2010v35n8.2 [Google Scholar] [Crossref] 
  15. Goh, P. S., & Matthews, B. (2011). Listening to the concerns of student teachers in Malaysia during teaching practice. Australian Journal of Teacher Education. 36(3), 92-103. [Google Scholar]
  16. Goleman, D. (1995). Emotional intelligence. New York: Bantan Books. [Google Scholar]
  17. Grant-Smith, D., & Gillett-Swan, J. (2017). Managing the personal impacts of practicum: Examining the experiences of graduate diploma in education students. In J. Nuttall, A. Kostogriz, M. Jones, & J. Martin (Eds.), Teacher education policy and practice: Evidence of impact, impact of evidence (pp. 97-112). Singapore: Springer. [Google Scholar]
  18. Hamilton, M. L. (1998) Reconceptualizing teaching practice: Self study in teacher education. London: Falmer Press. [Google Scholar]
  19. Hargreaves, A. (1998) The emotional practice of teaching, Teaching and Teacher Education, 14(8), 835-854. [Google Scholar]
  20. Hollingsworth, S. (1989). Prior beliefs and cognitive change in learning to teach. American Education Research Journal . 9(2), 160-89. [Google Scholar]
  21. Hong, J.Y. (2010). Pre-service and beginning teachers’ professional identity and its relation to dropping out of the profession. Teaching and Teacher Education. 26, (8), 1530-1543.  https://doi.org/10.1016/j.tate.2010.06.003 [Google Scholar] [Crossref] 
  22. Koç, I. (2012). Preservice science teachers reflect on their practicum experiences. Educational Studies. 38 (1), 31-38. [Google Scholar]
  23. Lortie, D. (1975). School teacher: A sociological study. Chicago: University of Chicago Press. [Google Scholar]
  24. McNally, J., Cope, P., Inglis, B., & Stronach, I. (1997). The student teacher in school: Conditions for development. Teaching and Teacher Education. 13( 5), 485-498. [Google Scholar]
  25. Moore, W. L. & Cooper, H. (1984) Correlations between teacher and student background and teacher perceptions of discipline problems and disciplinary techniques, Psychology in the Schools. 21(3), 386-392. [Google Scholar]
  26. Poulou, M. (2007). Student-teachers’ concerns about teaching practice. European Journal of Teacher Education, 30(1):91-110. https://doi.org/10.1080/02619760600944993 [Google Scholar] [Crossref] 
  27. Richards, L. (2009). Handling qualitative data: A practical guide. Thousand Oaks, CA: Sage. [Google Scholar]
  28. Riedler, M. & Eryaman M.Y.  (2016). Complexity, Diversity and Ambiguity in Teaching and Teacher Education: Practical Wisdom, Pedagogical Fitness and Tact of Teaching. International Journal of Progressive Education. 12(3): 172-186 [Google Scholar]
  29. Shuman, R.B. (1965). Are two teachers in the classroom better than one? The clearing House, 39(8), 492-494. [Google Scholar]
  30. Strauss, A., & Corbin, J. (1998). Basics of qualitative research: Techniques and proce- dures for developing grounded theory. Newbury Park, CA: Sage. [Google Scholar]
  31. Tickle, L. (1999) Teacher self-appraisal and appraisal of self. In  R. P. Lipka & T. M. Brinthaupt (Eds), The role of self in teacher development (pp. 121-141). Albany, NY: State University of New York Press. [Google Scholar]
  32. Trent, J. (2010). My two masters’: Conflict, contestation, and identity construction within a teaching practicum. Australian Journal of Teacher Education, 35 (7), 1-15. [Google Scholar]
  33. Tsai, H., & Liu, S. (2013). The practical source of educational knowledge for pre-service teachers in confronting field-based challenges in school practicum. Higher Education Studies, 3(4), 67-74. [Google Scholar]
  34. Zeichner, K. (1983). Alternative paradigms of teacher education. Journal of Teacher Education, 34( 3), 3-9. [Google Scholar]
Download
Metric
History
Related

Volume 15 Issue 1

February 2019

All Articles

International Journal of Progressive Education

International Association of Educators.
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International Public License.
Privacy policy     |     Terms of Use     |     Use of Cookies
Creative Commons Lisansı
© 2012 - 2024 - THDSoft e-Journal Management System.