A Real Practicum Training for Prospective English Language Teachers: Teaching Laboratory

Abstract

This study aims to describe “Teaching Laboratory” model applied at a university in Turkey and presents the reflections of preservice English language teachers on the model. A case study design was employed to investigate teaching laboratory application, which took place between January and June 2015. 37 junior university students studying at English Language Teaching Department participated in the study. In the context of teaching laboratory, preservice English language teachers led a speaking club event and taught visiting student teachers studying in other departments at the same university. Later, they were asked to reflect on their experiences before, throughout and after their own performance in the form of diaries. A total of 111 diary entries written over the course of teaching laboratory applications were analysed for emerging themes and categories. It was found out that the first cycle of reflections focused on preservice teachers’ previous gestalts and highlighted their concerns about their English language skills, teaching skills and the teaching laboratory prior to the application. The second cycle of reflections concentrated on awareness of essential aspects and indicated that preservice teachers gained an awareness of strengths and weaknesses of their English language skills, teaching skills and the teaching laboratory during the application. The third cycle of reflections emphasized creation of new gestalts and showed that the student teachers were more confident and willing to continue the “Teaching Laboratory” after their performance. Overall, in Teaching Laboratories, English language teaching students had a chance to experiment teaching in a real environment. Teaching laboratories can be an alternative to practicum trainings that aim at preparing teacher candidates for the challenges of real teaching environments.