Investigation of the Perceived Causes of Pre-Service Physics Teachers' Problems Encountered in School Experience

  • Nilufer Didis Korhasan
  • M Gozde Didis

Abstract

Abstract
This study investigates a group of pre-service physics teachers' perceptions about the causes of problems in school experience through the attribution theory. The participants were thirteen pre-service physics teachers from a public university in Turkey. Data were collected through the interviews by requesting the participants to reflect their own problems encountered during school experience, and discuss the reasons for these problems. Audio-recorded interviews were transcribed and coded under six themes. The results revealed that (i) 1/3 of the attributions regarding the causes of problems in their school experience were internal, (ii) the internal and external attributions were mainly linked, and (iii) a limited number of attributions have an iterative relation with each other. Improvement of internal elements might be effective for preventing the external causes of the problems.

References

Bar-Tal, D. (1978). Attributional analysis of achievement-related behavior. Review of Educational Research, 48(2), 259-271.
Beck, C., & Kosnik, C. (2002). Components of a good practicum placement: Student teacher perceptions. Teacher Education Quarterly, 29(2), 81-98.
Broadbent, C. (1998). Pre-service students' perceptions and level of satisfaction with their field experiences. Asia-Pacific Journal of Teacher Education, 26(1), 27-37.
Bryan, L. A., & Abell, S. K. (1999). Development of professional knowledge in learning to teach elementary science. Journal of Research in Science Teaching, 36, 121-129.
Çelik, M. (2008). Pre-service EFL teachers' reported concerns and stress for practicum in Turkey. Education and Science, 33(150), 97-109.
Darling-Hammond, L., Hammerness, K., Grossman, P., Rust, F., & Shulman, L. (2005). The design of teacher education programs. In L. Darling-Hammond & J. Bransford (Eds.), Preparing teachers for a changing world: What teachers should learn and be able to do (pp. 390-441). San Francisco: Jossey Bass
Försterling, F. (2001). Attribution: An introduction to theories, research and applications. United Kingdom: Psychology Press Ltd.
Fraenkel, J. R., & Wallen, N. E. (2000). How to design and evaluate research in education. Boston, MA: McGraw Hill.
Kelley, H. H., & Michela, J. L. (1980). Attribution theory and research. Annual Review of Psychology, 31, 457-501.
Koerner, M., Rust, F., & Baumgartner, F. (2002). Exploring roles in student teaching placement. Teacher Education Quarterly, 29(2), 35-57.
Kyriacou, C., & Stephens, P. (1999). Student teachers' concerns during teaching practice. Evaluation & Research in Education, 13(1), 18-31.
Mau, J. R. (1997). Concerns of student teachers: implications for improving the practicum. Asia- Pacific Journal of Teacher Education, 25(1), 53 – 65.
Mclntyre, J., Byrd. D., & Foxx, S. (1996). Field and laboratory experiences. In J. Sikula (Ed.), Handbook of research on teacher education (pp. 171-193). New York: Macmillan.
Morton, L. L., Vesco, R., Williams, N. H., & Awender, M. A. (1997). Student teacher anxieties related to class management, pedagogy, evaluation, and staff relations. British Journal of Educational Psychology, 67(1), 69-89.
Murray-Harvey, R., Silins, H., & Saebel, J. (1999). A cross-cultural comparison of student concerns in the teaching practicum. International Education Journal, 1(1), 32-44.
Murray-Harvey, R., Slee, T. P., Lawson, J. Michael, Silins, H., Banfield, G., & Russell, A.(2000). Under stress: The concerns and coping strategies of teacher education students. European Journal of Teacher Education, 23(1), 19-35.
Ng, W., Nicholas, H., & Williams, A. (2010). School experience influences on pre-service teachers' evolving beliefs about effective teaching. Teaching and Teacher Education, 26(2), 278-289
Orr, B., Thompson, C., & Thompson, D. E. (1999). Pre-service teachers' perceived success of classroom management strategies. Journal of Family and Consumer Sciences Education, 17(1), 38-49.
Özgün-Koca, S., & Şen, A. (2006). The beliefs and perceptions of pre-service teachers enrolled in a subject-area dominant teacher education program about "effective education." Teaching and Teacher Education, 22(7), 946-960.
Smith, K., & Lev-Ari, L. (2005). The place of the practicum in pre-service teacher education: The voice of the students. Asia-Pacific Journal of Teacher Education, 33(3), 289-302.
Weiner, B. (1974). An attributional integration of expectancy-value theory. In B. Weiner (Ed.), Cognitive Views of Human Motivation (pp. 51-69). New York: Academic Press.
Weiner, B. (1979). A theory of motivation for some classroom experiences. Journal of Educational Psychology, 71(1), 3-25.
Weiner, B. (1985). An attributional theory of achievement motivation and emotion. Psychological Review, 92(4), 548-573
Weiner, B. (2005). Social motivation, justice, and the moral emotions: An attributional approach. New Jersey: Lawrence Erlbaum Associates.
Wilson, S. M., Floden, R. E., & Ferrini-Mundy, J. (2002). Teacher preparation research an insider's view from the outside. Journal of Teacher Education, 53, 190-204.
Published
2017-02-27
How to Cite
KORHASAN, Nilufer Didis; DIDIS, M Gozde. Investigation of the Perceived Causes of Pre-Service Physics Teachers' Problems Encountered in School Experience. European Journal of Physics Education, [S.l.], v. 6, n. 1, p. 25-40, feb. 2017. ISSN 1309-7202. Available at: <http://eu-journal.org/index.php/EJPE/article/view/53>. Date accessed: 18 jan. 2021.
Section
Articles