Akademik Veri Yönetim Sistemi
LILA '21 / VIII. International Linguistics and Language Studies Conference- DAKAM, İstanbul, Türkiye, 16 Nisan 2021, ss.18-29
Following a primarily three-year theoretical education in their departments, prospective language teachers
spend much of their fourth year of academic life in host schools where they practice most of what they have
gained in their previous three-year tertiary program. Every individual goes to those schools with their
preset paradigms and parameters all acquired during their former schooling years, including their higher
education and the teachers they have had, and the education system they were exposed to at their early
ages. When these all-grown-up individuals end up in their host schools, the experience they are to gain is
of immense value since they will subsequently continue to transfer their gains from it to their actual
teaching profession when they are appointed to ministry schools as practitioners of English language
teachers. Within this frame, the researchers aimed to investigate pre-service teachers' questions in terms
of knowledge and cognitive dimensions. Unearthing the themes of the questions was also within the scope
of the study. The participants consisted of ten pre-service English language teachers enrolled at Çukurova
University. The data was elicited from the participants' weekly reflection papers -their self-posed
questions- concerning their practicum process within the first term of 2019-2020 Academic Year. Based
on the participants' engagement sessions in an authentic classroom atmosphere, the pre-service teachers
following each session, expressed their questions by writing to their supervisors. Researchers conducted
an interview session right after each question collection phase to scrutinize the questions' nature and
content. The study was analyzed qualitatively within Bloom's Revised Taxonomy (Anderson & Krathwohl,
2001) and Thematic Analysis. Most beneficiaries from this research outcome are thought to be the preservice
teachers themselves, mentors, and supervisors. The findings are expected to shed significant light
on the language teaching profession and all relevant parties such as students, language teachers, and
administrators.