Exploring the expectations and experiences of EFL teacher-trainees during the practicum process in a Turkish university
Exploring the expectations and experiences of EFL teacher-trainees during the practicum process in a Turkish university

Summary/Abstract: The current study aimed to examine the expectations and experiences of Eng- lish as a Foreign Language (EFL) teacher-trainees during their practicum process in Turkey. The study employed a mixed research design that included questionnaires, semi-structured interviews and open-ended questions. A total of 58 teacher-trainees from a state-run university participated in the study. The findings revealed that teacher-trainees expect feedback, sincerity, and energy and politeness from their cooperating teachers, as well as guidance on career decisions and reflection. However, emotional support was not identified as an expectation in policy documents. The results showed that cooperating teach- ers met some expectations, such as treating trainees as future colleagues and accessibility, but fell short in other areas, such as teaching competencies, 21st century skills and mentoring practices. Overall, the study highlights the importance of understanding teacher-trainees’ expectations and experiences in the EFL practicum process.

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