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A two-person panel applies inductive analysis from a sociocultural perspective. Findings highlight narrative nature, practicum school context, and links to awareness and professional learning, with implications for practicum content and reflective practices.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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Volume 43 | Issue 4 | Article 9 |\n| --- | --- |\n\n2018  \nExploring the Use of Narratives to Understand Preservice Teachers' Practicum Experiences from a Socio cultural Perspective  \nGonca YanginEksi  \nGazi University, [goncayangin@gmail.com](goncayangin@gmail.com)  \nMuzeyyen Nazli Gungor  \nGazi University Ankara, [nazlidemirbas_06@hotmail.com](nazlidemirbas_06@hotmail.com)  \nRecommended Citation  \nYangin Eksi, G., & Gungor, M. N. (2018). Exploring the Use of Narratives to Understand Pre-service Teachers' Practicum Experiences from a Sociocultural Perspective. Australian Journal of Teacher Education, 43 (4).  \nRetrieved from [http://ro.ecu.edu.au/ajte/vol43/iss4/9](http://ro.ecu.edu.au/ajte/vol43/iss4/9)  \nThis Journal Article is posted at Research Online.  \n[http://ro.ecu.edu.au/ajte/vol43/iss4/9](http://ro.ecu.edu.au/ajte/vol43/iss4/9)  \nAustralian Journal of Teacher Education  \nExploring the Use of Narratives to Understand Pre-service Teachers’Practicum Experiences from a Sociocultural Perspective*  \nGonca Yangin Ekşi  \nMüzeyyen Nazlı Güngör  \nGazi University, Turkey  \nAbstract: This paper reports on an exploratory study designed to  \ninvestigate what aspects of practicum pre-service teachers narrate as meaningful experiences and how these narratives help them promote  \nteacher awareness and professional development. The study is  \nconducted with 21 fourth-year pre-service teachers attending the  \npracticum at the time of the study. The data consist of 84 narratives  \nwritten in 2015-16 academic year and oral interviews with pre-service  \nteachers conducted in seminar courses. A two-person review panel  \nanalysed the data through inductive data analysis from a sociocultural  \nperspective. The analysis points to the nature of narratives, the  \npracticum school context these narratives emerge, and the link  \nbetween narratives and their contributions topre-service teachers’  \nawareness and professional learning. The article concludes by  \nconsidering implications for developing the content of practicum and  \npre-service teachers’ reflective practices.  \nKeywords: narratives, pre-service teachers, reflection on action, practicum, sociocultural theory  \n1  \nIntroduction  \nSince the mid-1980s, reflective teaching, action research, and the teacher researcher movements have helped us recognise the importance of reflection on and inquiry into the experiences of teachers by reshaping the professional development from a sociocultural perspective (Crandall, 2000; Johnson, 2009; Mann, 2005) . This trend has given way to various school-based, practitioner-driven, collaborative and inquiry-based approaches in professional development. Upon the emphasis on these approaches, recent studies seek to create a meditational space for teachers to engage in on-going, in-depth, systematic, and reflective investigations oftheir teaching practices and contexts (Farrell, 2015; Johnson, 2009). Unless sufficient and effective decision-making skills based on reflective and critical thinking are offered to pre-service teachers (PSTs), the knowledge and skills they gained at pre-service level may be removed (Bailey, 2006; Griffin, 2003). Hence, collecting journals of teachers to construct a shared understanding of their experiences in their local contexts has been considered to be one of the opportunities that guide teachers to interpret and reinterpret situations, identify and name problems, resolve contradictions they experience in the  \n1 * An earlier version of this study was presented at VII. ULEAD Congress,(2017), Canakkale, Turkey.  \nVol 43, 4, April 2018 159  \nAustralian Journal of Teacher Education  \nworkplace, and reflect on these experiences. Such a system contributes to the exploration of teachers’ experiences for both professional development and instructional decision-making (Little, 2003) .  \nThis study is based on Shön’s (1983, 1987) term “reflection-on-action” that requires the teacher to recall ","cbCaib45WzmG8YCI","https://ap.wps.com/l/cbCaib45WzmG8YCI","pdf",297666,17,"English","# Introduction\n## Narrative Reflection and Sociocultural Perspective","[{\"question\":\"What is the study’s purpose regarding pre-service teachers’ practicum experiences?\",\"answer\":\"The study investigates which aspects of practicum pre-service teachers narrate as meaningful experiences and how these narratives promote teacher awareness and professional development.\"},{\"question\":\"What data sources does the study use?\",\"answer\":\"The study uses 84 written narratives from the 2015–16 academic year and oral interviews conducted with pre-service teachers in seminar courses.\"},{\"question\":\"How are the collected narratives analyzed?\",\"answer\":\"A two-person review panel conducts inductive data analysis from a sociocultural perspective.\"}]","Exploring the Use of Narratives to Understand Pre-service Teachers’ Practicum Experiences from a Sociocultural Perspective | PDF",1792077957,43]