Öğretmenlik uygulaması dersinin üç paydaşının beklentilerinin beklentinin ihlali teorisine göre tespiti

Abstract

This study aimed to identify the expectations of three stakeholders (pre-service teachers, supervisor teacher, and mentor faculty member) from other stakeholders and the process of field experience course that was recently revised. The clinical supervision model emphasized that these three stakeholders should work collaboratively. According to the expectancy violation theory, every individual has expectations from cases or people that they have some sort of relation and individual's motivation is directly affected by violation of these expectations. Therefore, the findings of this study shed light on identifying whether the stakeholders carry out the field experience course in a harmonious and efficient manner. For this reason, focus group interviews were conducted with five different groups, in total 18 science pre-service teachers who enrolled in the field experience course. Five faculty members and four supervisor teachers who supervised the participant pre-service teachers were also interviewed. Stakeholders' expectations were first evaluated individually, and then violation and compliance across all stakeholders' expectations were analyzed. The findings showed that the stakeholders of field experience course have many expectations from the course and the other stakeholders. In addition to this, the stakeholders' expectations were cross-examined and expectancy violations were determined especially on some basic issues. For example, the expectations of mentor faculty member's detailed and constructive feedback to the lesson plans and not addressing the pre-service teachers as "intern" are compatible with each other for all three stakeholders. It was observed that the expectations of three stakeholders contradicted each other about interrupting a pre-service teacher's teaching by the mentor faculty member and the supervisor teacher when s/he made a mistake during the lecture. In this study, knowing three stakeholders' expectations in advance and eliminating the negative expectation violation among these stakeholders will enable them to conduct and organize the field experience courses effectively.