Akademik Veri Yönetim Sistemi
PAMUKKALE UNIVERSITESI EGITIM FAKULTESI DERGISI-PAMUKKALE UNIVERSITY JOURNAL OF EDUCATION, sa.38, ss.131-141, 2015 (ESCI)
This research had two purposes. The first was to evaluate current field practicum in terms of frequency, content, and types of feedback preservice teachers receive at schools by comparing preservice teachers' self-evaluations to supervisor evaluations. The second was to introduce the Georgia State University Clinical Supervision Model (CSM) currently being adapted, applied, and tested to improve teaching practice at the Uludag University with a joint TUBITAK project. Data collection tools are three surveys. The first was about self-evaluation of the type, content, and frequency of feedback provided by supervisors. The second examined self-evaluation of preservice teachers on the same variables related to the feedback they received from supervisors in field placements. The third survey identified supervisors' self-perceived roles and responsibilities in the field practicum. Descriptive analysis of the data indicated there were several significant differences between the variables in the feedback preservice teachers received and the feedback provided by supervisors. Preservice teachers were often informed about the expectations, rules and regulations of their teaching practice schools. However, they had received very little written feedback and guidance on teaching materials and resources.