Akademik Veri Yönetim Sistemi
First International Postgraduate Conference on English Language Teaching, Kayseri, Türkiye, 25 Mayıs 2024, ss.18, (Özet Bildiri)
Teaching practicum is a vital component of pre-service teacher education, providing opportunities for future educators to apply theoretical knowledge in authentic classroom settings. In the Turkish context, where collaborative team teaching by pairs of pre-service teachers is common, the dynamics of peer contribution and cooperation play a crucial role in shaping the teaching-learning process. While traditional approaches may view team teaching in practicum scenarios with scepticism, this research seeks to challenge such perceptions and instead position it as an innovative and potentially transformative pedagogical practice. This study employs Conversation Analysis (CA) to investigate the role of peer interaction in practicum classes, drawing on the principles of CA, the research delves into the nuanced interactions between pre-service teachers engaged in team teaching, shedding light on the dynamics of peer contribution and cooperation in classroom settings reframing team teaching as an innovative approach rather than a mere necessity. Through the lens of CA, 260 minutes of micro-teaching scenarios involving pre-service teachers were analysed to explore the potential of peer collaboration in enhancing teaching effectiveness and student learning outcomes. Data were collected across three stages of compulsory education (primary, secondary, and high school) under the Ministry of National Education (MoNE). Video recordings of 12 pre-service teachers of English engaged in practicum sessions were subjected to rigorous conversation analysis using transcription techniques. Expert analysis complemented the investigation, providing deeper insights into the nuances of peer interaction and cooperation within the classroom context. The findings of this study seek to elucidate significant implications for teaching practicum courses integrated into the curriculum by the Council of Higher Education (CoHE). By recognizing the value of peer contribution and cooperation, teacher education programs can reimagine practicum experiences as collaborative learning opportunities. Through an in-depth exploration of peer interactions during team teaching sessions, the research aims to challenge conventional perceptions of solo teaching as the normative mode of instruction in practicum settings. Instead, it endeavours to highlight the value of collaborative pedagogical practices in fostering professional growth and creating supportive learning environments. This paradigm shift not only fosters a supportive and empowering environment for pre-service teachers but also cultivates pedagogical innovation that benefits both educators and students alike. Ultimately, this study advocates for the recognition of team teaching as a cornerstone of effective teacher preparation and professional development, positioning it as a viable model for pedagogical innovation in the field of English language teaching.