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The research also investigates whether teaching practicum supports the professional development of the trainee teachers mentored by these associate teachers, and whether mentoring in turn strengthens the mentors’ own professional development. Results show associate teachers prioritize professional and emotional support and view the practicum duration as insufficient, while also finding substantial contribution to trainees’ development and enhanced mentor growth.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/australian-journal-of-teacher-education-issue-2-qualitative-case-study/594055/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/australian-journal-of-teacher-education-issue-2-qualitative-case-study/594055.png","ImageObject",300,407,{"name":92,"@type":93},"Franzy","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-22","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What are the study’s main questions about teaching practicum?","Question",{"text":112,"@type":113},"The study asks what roles four Turkish associate teachers perceive themselves as playing in teaching practicum, and what they think about whether the practicum length in Turkey is adequate.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How do the associate teachers view their pivotal roles during practicum?",{"text":117,"@type":113},"They consider providing professional and emotional support to trainee teachers as their key roles in teaching practicum.",{"name":119,"@type":110,"acceptedAnswer":120},"What does the research find about mentoring and professional development?",{"text":121,"@type":113},"Teaching practicum is found to substantially contribute to the professional development of the trainee teachers mentored by the associate teachers, and mentoring also enhances the associate teachers’ own professional development.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},594055,1792167585,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},2336478945519,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","Australian Journal of Teacher Education  \n\n| Volume 47  Issue 2 | Article 1 |\n| --- | --- |\n| 2022\u003Cbr>An Examination on Views on Teaching Practicum Held by Associate Teachers: A Qualitative Case Study\u003Cbr>Gülten Koşar\u003Cbr>Hatay Mustafa Kemal University\u003Cbr>Follow this and additional works at: [https://ro.ecu.edu.au/ajte](https://ro.ecu.edu.au/ajte)\u003Cbr> Part of the Language and Literacy Education Commons, and the Other Teacher Education and Professional Development Commons |  |\n\nRecommended Citation  \nKoşar, G. (2022) . An Examination on Views on Teaching Practicum Held by Associate Teachers: A Qualitative Case Study. Australian Journal of Teacher Education, 47(2) .  \n[http://dx.doi.org/10.14221/ajte.2022v47n2.1](http://dx.doi.org/10.14221/ajte.2022v47n2.1)  \n[This Journal Article is posted at Research Online.](This Journal Article is posted at Research Online.)[ ](This Journal Article is posted at Research Online.)[https://ro.ecu.edu.au/ajte/vol47/iss2/1](https://ro.ecu.edu.au/ajte/vol47/iss2/1)  \nAn Examination on Views on Teaching Practicum Held by Associate Teachers: A Qualitative Case Study  \nGülten Koşar  \nHatay Mustafa Kemal University, Turkey  \nAbstract: Seeing the significance ofexploring associate  \nteachers ’ views about teaching practicum, this qualitative case  \nstudy aims to seek answers to the questions of what the self  \nperceived roles offour Turkish associate teachers in teaching  \npracticum are and what their perceptions concerning the  \nadequacy of the length of teaching practicum in Turkey are.  \nAdditionally, the present research targets finding answers to the  \nquestions of whether teaching practicum contributed to the  \nprofessional development of the last trainee teachers the  \nassociate teachers have mentored and if mentoring fosters their  \nown professional development. The results indicated they  \nconsidered offering professional and emotional support to  \ntrainee teachers as their pivotal roles in teaching practicum  \nand the length of teaching practicum as insufficient. The  \nfindings also demonstrated that the associate teachers believed  \nteaching practicum substantially contributed to the professional  \ndevelopment of the last trainee teachers they had mentored and  \nmentoring enhanced their own professional development.  \nIntroduction  \nPre-service teacher education, of which teaching practicum is a crucial component, occupies a vital place in trainee teachers’(TTs) learning (Vries et al., 2015), and its quality is a parameter exerting profound influence on their desire to enter and stay in the profession (Moses et al., 2017). Associate teachers (ATs) (refers to practicing teachers mentoring TTs in teaching practicum) take on a leading role in the transition ofTTs from on-campus learning to learning what it means to be a teacher in real classes (Black et al., 2016 ; Ramsaroop & Gravett, 2017) . Ambrosetti and Dekkers (2010) maintain literature encapsulates diverse  \ndefinitions of mentoring due to the variations in how it is viewed and define it as: Mentoring is a non-hierarchical, reciprocal relationship between mentorsand mentees who work towards specific professional and personal outcomes for the mentee. The relationship usually follows a developmental pattern within a specified timeframe and roles are defined, expectations are outlined and a purpose is (ideally) clearly delineated (p.52) .  \nLiterature review on teaching practicum has unfolded that it has not been examined ina wide range of studies from ATs’ points of view (e.g., Altan & Sağlamel, 2015; Beck & Kosnik, 2000) as against the number of research on exploring it through the lens ofTTs (e.g., Allen & Wright, 2014; Choy et al., 2014; Jones & Ryan, 2014; Yan & He, 2010) . Therefore, the present study is likely to contribute to expanding the literature on ATs’ conceptions of teaching practicum by investigating four Turkish ATs’ viewpoints on it in detail. The  \nfindings to be presented in this paper could prompt policy makers to take in","cbCaiefDWpgQk3pd","https://ap.wps.com/l/cbCaiefDWpgQk3pd","pdf",313694,14,"English","# Abstract\n# Introduction\n## Pre-service teacher education and teaching practicum\n## Mentoring definitions and roles\n# Literature Review\n## ATs’ conceptions vs TTs’ perspectives\n# The Role of ATs in Teaching Practicum\n## Support, feedback, and guidance\n## Mentor roles and skills","[{\"question\":\"What are the study’s main questions about teaching practicum?\",\"answer\":\"The study asks what roles four Turkish associate teachers perceive themselves as playing in teaching practicum, and what they think about whether the practicum length in Turkey is adequate.\"},{\"question\":\"How do the associate teachers view their pivotal roles during practicum?\",\"answer\":\"They consider providing professional and emotional support to trainee teachers as their key roles in teaching practicum.\"},{\"question\":\"What does the research find about mentoring and professional development?\",\"answer\":\"Teaching practicum is found to substantially contribute to the professional development of the trainee teachers mentored by the associate teachers, and mentoring also enhances the associate teachers’ own professional development.\"}]","Australian Journal of Teacher Education - Issue 2 - Qualitative Case Study | PDF",1792078451,35]