Teacher Preparation Process in the United States of America - In-class Communication Practices

Oct 15, 2026

Uploaded by Aran

Teacher preparation programs in the USA are examined through classroom observations focusing on communication practices used by faculty members and teacher candidates. A qualitative research design collected data via direct participatory and unstructured observation across three classes in the spring semester of 2017–2018. Findings identify positive and negative faculty behaviors and positive and negative candidate behaviors, linking effective in-class communication to the learning and teaching process and to teacher development outcomes.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages16

Reading Time40 min

AccessFree to download

Introduction

Purpose and research method

Participants and observation setting

Findings: faculty behaviors and teacher candidate behaviors

Implications for teacher training

Teacher Preparation Process in the United States of America By Ayşe Elitok Kesici * & Barış Çavuş± The purpose of this research was to reveal in-class communication practices used in the courses in the teacher preparation programs of the USA depending on classroom observations. Qualitative research method was used in the research. The researcher collected the data through direct participatory and unstructured observation. The researcher made observations in three different classes during the spring semester of 2017-2018 academic year. The study group of the observations was composed of three faculty members and the teacher candidates who were their students. According to research findings, positive faculty member behaviors were; not standing at the same point in the classroom, making eye contact with the students, etc., whereas negative faculty member behaviors were; speaking fast, not calling the students with their names, etc. Positive teacher candidate behaviors were; asking permission to speak by raising up a finger, taking notes in the lesson, etc., whereas negative teacher candidate behaviors were; texting friends during the lesson, sleeping in the lesson, coming to class late, etc. In order to train qualified teachers and make the outcomes of the lessons acquired by teacher candidates, the faculty members should enhance their teaching competencies in accordance with the changing conditions. Keywords: teacher preparation, in-class communication, teacher candidates, learning process Introduction The most important elements of education systems in faculties of education are teacher candidates, faculty members and instructional programs. Among these elements, those that will make a change in behavior in themselves are teacher candidates. The faculty member should take into account the principle of education according to the student while planning, implementing and evaluating the course. The faculty member is supposed to put the activities that will make teacher candidates acquire the outcomes of the education program into practice. Considering the countries developed in education, it can be seen that they manage their human resources very well (Arabacı, 2011). One of the most important factors affecting human resources management is the learning and teaching process. Only if individuals can receive qualified education in this process, they can be brought up as productive, qualified and self-confident individuals that can think multidimensionally (Elitok Kesici & Çavuş, 2019) . The efficiency of the learning and teaching process can be possible through effective communication. * Associate Professor, Department of Curriculum and Instruction, Faculty of Education, Aydın Adnan Menderes University, Turkey. ±Lecturer, School of Foreign Languages, Aydın Adnan Menderes University, Turkey. [https://doi.org/10.30958/aje.9-1-5](https://doi.org/10.30958/aje.9-1-5) doi=10.30958/aje.9-1-5 In-class implementations of teacher preparation programs are essential for student success (Visser, Coenders, Terlouw, & Pieters, 2010). The faculty member should know the objectives of the program very well, effectively get the subject including these objectives acquired to his students, and plan, implement and evaluate the learning and teaching process influentially as the places where the behaviors that education means to achieve are aimed to be achieved at schools are classrooms (Başar, 2016) . Besides, the faculty member should keep in mind the readiness levels of teacher candidates. Therefore, they will be able to serve the interests, needs and expectations of the individuals. Furthermore, there is a high relationship between the quality of the faculty member and student success (Opfer & Pedder, 2011). The need for in-service training for teachers arises as a result of the inability to train qualified teachers. Providing in-service training at work causes various material or moral losses. The fact that teacher candidates ar

FAQs

What is the purpose of the research on teacher preparation programs?

The research aims to reveal in-class communication practices used in USA teacher preparation courses through classroom observations.

How was the data collected and what method was used?

A qualitative approach was used, and data were gathered through direct participatory and unstructured observation in three classes during the spring semester of 2017–2018.

What kinds of behaviors were identified in the findings?

The study identified both positive and negative behaviors for faculty members and for teacher candidates during in-class communication.

Oct 15, 2026

Uploaded by Aran