Understanding student teachers' effectiveness through journals at an English language teaching department : a Turkish university case

Abstract

This paper focuses on a case study of twelve student teachers’ experiences about ‘Teaching Practice’ through teaching journals in an English Language Teaching (ELT) department in a university in Turkey. Data were analysed qualitatively through eight thematic categories, namely, ‘teaching topic’, ‘teaching techniques’, ‘problems in teaching’, ‘dealing with problems’, ‘successful parts in teaching’, ‘unsuccessful parts in teaching’, ‘changes in the plan’ and ‘possible future change in teaching’. ‘Timing’, ‘classroom management’, ‘giving instructions’ and ‘planning’ are identified as the problematic areas in teaching. The emergent data underline the importance of teacher knowledge, teaching skills and competencies focusing on a more effective school-faculty partnership and effective teacher education. The implications of the study’s findings are discussed at the end of the paper.