The Practicum Evaluation Conundrum: Perceptions of Preservice English Language Teachers and Their Mentors

Abstract

The evaluation conundrum during teaching practicum concerning the criteria used and perception of them by faculty mentors, school mentors, and preservice teachers remains a critical concern in language teacher education. This multi-perspective research quantitatively investigates the viewpoints of preservice English teachers and their school and faculty mentors regarding the significance of the evaluation criteria set by the Ministry of National Education for evaluating preservice teachers’ teaching in teaching practicum. While all three groups considered the evaluation criteria to be significant—although at varying degrees—the faculty mentors ascribed greater importance to the evaluation criteria, compared to school mentors and preservice teachers, for both the evaluation criteria used by faculty mentors and school mentors. The study highlights the key role of evaluations and feedback provided by school and faculty mentors during teaching practicum despite higher degrees of significance attached to the evaluation criteria used by school mentors. The implications can inform policy and practice in language teacher education, promoting better outcomes for the preparation of future English language teachers in Türkiye.