The Reflectors of Teaching Experiences: Diaries

Abstract

The purpose of this study is to evaluate the practicum course according to their diaries that student teachers have written. The sample included 19 teacher training students majoring in Elementary Education in the Faculty of Education at Cumhuriyet University. The data were collected from diaries of teacher training students who kept diaries on a regular base which involved their personal thoughts and interpretations of their practice. Content analysis method was employed in the interpretation of a total of 115 diaries. It was found that students encountered problems in planning, in facilitating the instruction process, and in classroom management. In addition, they experienced contradictions between what they learned at the university and what they practiced in the schools. Furthermore, they attributed some shortcomings to school staff, school administration and practicum teachers particularly in structuring lessons they were assigned whilst they accepted that they still derived lessons from these kinds of problems for their future applications. They concluded that what they mostly applied in terms of the teaching methods were those of narration, question-response, and classroom discussions. They employed the materials which facilitated the learning process of students, poorly and they found contributions by the school administration and practicum teachers as not supportive enough.