The purpose of this study is to evaluate the practicum course of the pre-school teacher education programs across Ataturk Teacher Training Academy (ATTA) and Girne American University (GAU). The participants of this study were composed of senior level fourth grader pre-service teachers who were enrolled in the pre-school teacher education programs of ATTA and GAU during the 2012-2013 academic years. In the research, a curriculum assessment approach was implemented. This approach is based on pre- service teachers' beliefs regarding the extents to which they actualize the objectives of the practice teaching course in a real classroom setting, and on their opinions as to how this course could be improved. Data were collected from "teaching skill scale" and an open-ended question. The results of both quantitative and qualitative data analysis revealed that pre-service teachers displayed high teaching competency level across ATTA and GAU with no statistically significant difference between. In addition, the analysis of the results derived from content analysis yielded some considerable suggestions such as extending the duration of the practicum course with richer content, enhancing the faculty-school collaboration, and reducing the theory- practice dilemma to an extent where pre-service teachers find better opportunities to practice what they have learnt in theory.

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An Evaluation of the Practicum Course of Pre-School Teacher Education Program in North Cyprus

To train qualified teachers, it is important to use methods that employ theory and practice together in teacher training. For microteaching to be more effective, supporting it with online environments is essential. This study aims to find out the effects of social network-supported microteaching (SNSM) on self-efficacy and teaching skills of pre-service teachers. The study was conducted using mixed research model. The participants of the research are 17 pre-service teachers from the Department of Computer Education and Instructional Technology. The SNSM process took place in two stages. Firstly, Pre-service teachers were asked to respond to Teacher Self-efficacy Scale prior to SNSM. Then, the open-ended interview questionnaire and opinions of the pre-service teachers were received and the data on the effect of SNSM on teaching skills were collected. Consequently, quantitative results indicated that SNSM increased teacher self-efficacy levels in terms of student engagement, classroom management and teaching methods. Qualitative data also support the results of quantitative data.

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Citations

An Evaluation of the Practicum Course of Pre-School Teacher Education Program in North Cyprus

The Effect of Social Network-Supported Microlearning on Teachers' Self-Efficacy and Teaching Skills.

References

An Evaluation of the Practicum Course of Pre-School Teacher Education Program in North Cyprus

The Effect of Social Network-Supported Microlearning on Teachers' Self-Efficacy and Teaching Skills.