The Effect of Focus Group Discussions on Pre-service Teachers' Teaching Experiences and Practices: A Mixed Methods Study

Memduhoglu H. B., Kotluk N., Yayla A.

INTERNATIONAL JOURNAL OF INSTRUCTION, cilt.10, sa.4, ss.273-292, 2017 (ESCI) identifier identifier

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 10 Sayı: 4
  • Basım Tarihi: 2017
  • Doi Numarası: 10.12973/iji.2017.10416a
  • Dergi Adı: INTERNATIONAL JOURNAL OF INSTRUCTION
  • Derginin Tarandığı İndeksler: Emerging Sources Citation Index (ESCI), Scopus
  • Sayfa Sayıları: ss.273-292
  • Anahtar Kelimeler: pre-service teachers (PSTs), focus group discussion, self-efficacy perception, teaching practices, feedback
  • Van Yüzüncü Yıl Üniversitesi Adresli: Evet

Özet

The aim of this study is to investigate the effect of providing feedback to pre-service teachers' (PSTs) through focus group discussion on PSTs' self-efficacy perception about teaching experiences and practices, to determine problems encountered during teaching practice by means of focus group discussion and to develop suggestions about solving these problems. This study was applied with 12 PSTs in two different schools during 12 weeks. Quantitative and qualitative data were gathered and analyzed. For quantitative data, non-parametric statistics and for qualitative data, descriptive analyses were used. As a result of the study, in experimental group, focus group discussion has significant and positive impact on PSTs' self-efficacy perception. Moreover, in interviews with PSTs, they stated that focus group discussion enabled them to make progress in topics such as lesson planning, classroom management, and teaching strategies.