A Qualitative Study: Evaluation of Formation Education by Teacher Candidates, Mentor Teachers and Coordinators: An Example of Karabuk University/Turkey

Nurhayat Çelebi, Ömer Aydoğdu, Münevver Yalçınkaya


The aim of this study was to learn the opinion of the teacher candidates who study pedagogical formation in Karabuk University in 2016-2017 teaching session, as well as mentor teachers and coordinators who lead them during the teaching practices at schools. This research study is mainly based on qualitative techniques. Working group of this study is composed of 155 teacher candidates, 56 mentor teachers and 16 coordinators. Three open-ended questions were given to the teacher candidates, mentors and coordinators for collection of data. The data were evaluated as in the mean of content analysis. According to the findings, teacher candidates expressed that “mentor teachers and coordinators at schools of implementation had a positive and supportive attitude towards them” while some of the candidates were expressing that “mentor teachers are not supportive.” Mentor teachers and coordinators found teacher candidates’ attitudes positive and refined. Mentor teachers and coordinators mentioned negative references about teacher candidates. They said that teacher candidates didn’t use proper teaching methods, techniques and materials when the teacher candidates are teaching, and failed to manage and maintain classroom atmosphere and the intended lesson time. It is considerable that teacher candidates had also mentioned that “they were doing the same mistakes what their coordinators and teachers determined.” As a result, teaching practice schedules should be well arranged in the way of cooperation between the University and the National Ministry of education, which was suggested to the authorities in the Turkish Higher Education Board.

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DOI: https://doi.org/10.11114/jets.v6i3a.3166


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Journal of Education and Training Studies  ISSN 2324-805X (Print)   ISSN 2324-8068 (Online)

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