Page 248 - Innovative Professional Development Methods and Strategies for STEM Education

Exploring Prospective EFL Teachers’ Beliefs

Similar to Seda’s explanation of her role in the practice teaching, Ümit addressed the importance
of being addressed as a prospective teacher and gaining independence as a teacher during the practice
teaching experience. As she had the chance to experience to work with two teachers, she compared two
different applications of cooperating teachers during their professional learning.

I figured that teaching is learned when you can find the chance to experience [practice] it…Some men-
tors let me practice and conduct the lesson plans that I prepared…whereas others were very strict and
in control all the time [referring to not providing the chances of practicing teaching].(Ümit, Int.)

PTs, who had the chance to gain independence in the classroom, further claimed that not only PTs
benefitted from the practice teaching experience. CTs were also in advantage in terms of having PTs in
their classes. During the interviews, a PT, Orhan, addressed the fact that CTs learn from the currently
used activities from the PTs since PTs have recently learned how to implement a number of activities
and find time to prepare extra learning materials other than the course books used in the classes.

I prepared and used a number of activities, games, worksheets, and other materials to attract the atten-
tion of the students… I think my mentor really liked that because she [integrated extra materials other
than the textbook] focused on grabbing the attention of the students…I think we learned a lot from each
other. I think I made a positive effect on the mentor.(Orhan, Int.)

As facilitating factors of monitoring the professional learning process, PTs also considered the content
of the seminar course and professional development activities organized by the university supervisors
throughout the seminar. The opportunities provided for the PTs to reflect on their professional learning
processes were highlighted by the PTs. In addition to reflecting and sharing the ideas with peers, PTs
also addressed the role of the university supervisor and CTs as role models and sources of professional
support. Therefore, significant others were addressed in the professional learning process in addition to
Self-professional learning experiences.
The results of the study demonstrate potentially positive effects of practice teaching on professional
learning of prospective EFL teachers. The change in the beliefs can be explained by the opportunities
of reflective practices conducted throughout the practice teaching both at the university setting and at
the school setting. Thus, the mutual interaction among the stakeholders of practice teaching, in addition
to guidance provided both by the cooperating teachers and the university supervisor play an important
role in the professional learning processes of the PTs.

Dynamic Nature of Belief Systems

Although the exact change or lack of change cannot be clearly observed through elicited metaphors and
interviews, a certain development and modification of professional ideas is observed in the data analysis.
The content analysis of the interviews showed that the variation in beliefs and practices mainly derived
from PTs’ individual experiences with the mentoring practices of the mentors. In addition, the socio-
professional context provided for the PTs within the school context also played an important role in PTs
ways of practicing their ways of becoming an EFL teacher. As Ayşe suggests in the following quote,
PTs should get the chance of building relationships with everyone involved in the process in order to
consider themselves that they are actually practicing to become an EFL teacher.

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