A Critical Look at a Blended English Language Teacher Education Program with an Emphasis on the Practicum

The aim of the present study was to explore what types of difficulties student teachers enrolled in a Bachelor of Arts (B.A.) in English Language Teacher Education program offered in a blended format and their cooperating teachers encountered during the student teacher practicum. The participants we...

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Autor principal:	Ebru Melek Koç
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2016
Materias:	English language teacher distance education practicum student teachers cooperating teachers Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/43dbcdd8653a4c0cbcd8d653bf5c4726
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id	oai:doaj.org-article:43dbcdd8653a4c0cbcd8d653bf5c4726
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spelling	oai:doaj.org-article:43dbcdd8653a4c0cbcd8d653bf5c47262021-12-02T19:20:43ZA Critical Look at a Blended English Language Teacher Education Program with an Emphasis on the Practicum10.19173/irrodl.v17i4.22861492-3831https://doaj.org/article/43dbcdd8653a4c0cbcd8d653bf5c47262016-07-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/2286https://doaj.org/toc/1492-3831The aim of the present study was to explore what types of difficulties student teachers enrolled in a Bachelor of Arts (B.A.) in English Language Teacher Education program offered in a blended format and their cooperating teachers encountered during the student teacher practicum. The participants were 21 fourth grade student teachers and 12 cooperating teachers. Semi-structured interview questions were used to collect data. The interviews were tape-recorded and then transcribed to be analyzed. According to the findings, the problems student teachers faced were grouped into four areas: assessment systems, computer–assisted communication, challenges with mentors, and psychological issues. Cooperating teachers’ problems were categorized as problems associated with the program and problems associated with the student teachers. The results of this study contribute to an increased understanding of the problems that student teachers and their cooperating teachers face during field experience at an English language teacher education program offered in a distance format. This study provides suggestions for establishing more effective mentorship during the field experience. Ebru Melek KoçAthabasca University PressarticleEnglish language teacherdistance educationpracticumstudent teacherscooperating teachersSpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 17, Iss 4 (2016)
institution	DOAJ
collection	DOAJ
language	EN
topic	English language teacher distance education practicum student teachers cooperating teachers Special aspects of education LC8-6691
spellingShingle	English language teacher distance education practicum student teachers cooperating teachers Special aspects of education LC8-6691 Ebru Melek Koç A Critical Look at a Blended English Language Teacher Education Program with an Emphasis on the Practicum
description	The aim of the present study was to explore what types of difficulties student teachers enrolled in a Bachelor of Arts (B.A.) in English Language Teacher Education program offered in a blended format and their cooperating teachers encountered during the student teacher practicum. The participants were 21 fourth grade student teachers and 12 cooperating teachers. Semi-structured interview questions were used to collect data. The interviews were tape-recorded and then transcribed to be analyzed. According to the findings, the problems student teachers faced were grouped into four areas: assessment systems, computer–assisted communication, challenges with mentors, and psychological issues. Cooperating teachers’ problems were categorized as problems associated with the program and problems associated with the student teachers. The results of this study contribute to an increased understanding of the problems that student teachers and their cooperating teachers face during field experience at an English language teacher education program offered in a distance format. This study provides suggestions for establishing more effective mentorship during the field experience.
format	article
author	Ebru Melek Koç
author_facet	Ebru Melek Koç
author_sort	Ebru Melek Koç
title	A Critical Look at a Blended English Language Teacher Education Program with an Emphasis on the Practicum
title_short	A Critical Look at a Blended English Language Teacher Education Program with an Emphasis on the Practicum
title_full	A Critical Look at a Blended English Language Teacher Education Program with an Emphasis on the Practicum
title_fullStr	A Critical Look at a Blended English Language Teacher Education Program with an Emphasis on the Practicum
title_full_unstemmed	A Critical Look at a Blended English Language Teacher Education Program with an Emphasis on the Practicum
title_sort	critical look at a blended english language teacher education program with an emphasis on the practicum
publisher	Athabasca University Press
publishDate	2016
url	https://doaj.org/article/43dbcdd8653a4c0cbcd8d653bf5c4726
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A Critical Look at a Blended English Language Teacher Education Program with an Emphasis on the Practicum

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