A Student of High Calibre: Understanding the Impact of Teaching on Cooperating Teachers and Pupils

The art of student-teaching is a crucial aspect of any education program, allowing aspiring teachers to hone their skills under the guidance of experienced educators. However, research has often focused solely on the perspective of the student-teacher themselves, neglecting the invaluable insights that can be gained from the cooperating teacher's and pupils' perspectives. This study seeks to bridge this gap by exploring the perceptions of both parties in an EFL (English as a Foreign Language) teaching context in Turkey.

Through open-ended questionnaires administered to 21 teachers and 114 pupils, researchers aimed to uncover the complex dynamics at play during the student-teaching process. The data was then analyzed using inductive qualitative content analysis, allowing for a nuanced understanding of the findings.

The study reveals that cooperating teachers and pupils alike hold high expectations for their student-teachers, recognizing the immense potential they possess. For example, one teacher noted, 'Student-teachers are like sponges, soaking up knowledge and experience at an incredible pace.' Similarly, many pupils praised the enthusiasm and dedication of their student-teachers, citing their ability to adapt lessons to meet individual needs.

However, the study also highlights areas where student-teachers can improve. Pupils noted that some student-teachers struggled with classroom management, while cooperating teachers emphasized the importance of lesson planning and preparation. These findings underscore the need for student-teachers to meticulously learn from real experiences during their practicum process, as these skills will shape their future teaching practices.

The implications of this study are far-reaching, suggesting that investigating student-teaching from multiple stakeholder perspectives can be a powerful way to promote its effectiveness. By doing so, we can better understand the complex interplay between cooperating teachers, pupils, and student-teachers, ultimately leading to improved outcomes for all parties involved.

In conclusion, this study provides valuable insights into the world of student-teaching from the unique perspectives of both cooperating teachers and pupils. As we strive to cultivate a new generation of high-calibre educators, it is essential that we prioritize their development through rich, real-world experiences. By doing so, we can empower them to become the exceptional teaching professionals they are capable of becoming.

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