A sociocultural perspective on the development of Turkish pre-service teachers’ competences and qualifications

Abstract

This paper reports a mixed methods study which aimed to improve Turkish pre-service English language teachers’ competences and qualifications during their teaching practice experience (the practicum). The analysis of qualitative and quantitative data was framed by a sociocultural perspective focused around individual, cultural, and social factors in pre-service teacher (PST) education. Findings indicate that PSTs improved their competences with regard to their professional knowledge and understanding of the cultural, socioeconomic, and educational factors at a national level; practices particularly in teaching English to young learners; and attitudes toward their profession. The paper discusses some advantages of the qualitative data tools used and provides implications for facilitating reflective PST education during the teaching practicum.

Keywords:

• Pre-service teacher education
• sociocultural perspective
• teaching practicum
• teaching English to young learners
• common European principles for teacher competences

Acknowledgements

The authors would like to thank the editor, Prof. Dr Carrie Paechter, and Dr Mike Chick from University of South Wales for their feedback.

Notes

The research was conducted at Gazi University, ELT Department in Ankara, Turkey.