Tensions in the mentor teacher-student teacher relationship: Creating productive sites for learning within a high school English teacher education program

This qualitative case study was conducted to gather information on the implementation of teaching practicum in order to improve the quality of the program in an English teacher education program at a state-owned university, Jambi, Indonesia. Information was gathered from five recent teacher graduates, five beginner teachers, five school principals, and five teacher educators on their perceptions of English Foreign Language Teacher Education Program (EFLTEP) graduates as beginner teachers. This qualitative study employed a background survey, document analyses and interviews for data collection. Document analyses were used to examine the aims and content of the English teacher education program and official Indonesian English teacher education curriculum and policies. Semi-structured interviews were used to explore the main data from graduates and collect information from the beginner teachers. Interviews with principals and teacher educators were used to obtain further data and evidence about the beginner teachers’ knowledge and preparedness to teach. We organized our analysis, findings, and discussion around the implementation of teaching practicum. The analyses of the documents and texts revealed that major themes related to (1) the standards for implementing the teaching practicum in the program, (2) quality of the teaching practicum, (3) duration of the teaching practicum, (4) the roles of mentor teachers and teacher educators, and (5) selecting school partners for the student teacher practicum. Particularly, the findings indicated that teaching practicum projects undertaken during the program provided suitable but limited experience for student teachers to translate their knowledge learnt at university into the real practice of teaching at school levels. For future improvement of the program, the role of supervising teachers and teacher educators in assisting student teachers during the teaching practicum project should be a priority. The organisation and management of school–university partnerships for schools taking part in the teaching practicum require attention to maximise benefits to student teachers.

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EFL Students’ English Listening Comprehension Problem: A study of English Teacher Education Program

Advances in Social Sciences Research Journal ◽

10.14738/assrj.71.7649 ◽

2020 ◽

Vol 7 (1) ◽

pp. 268-273

Author(s):

Sarjaniah Zur

Keyword(s):

Teacher Education ◽

Education Program ◽

Listening Comprehension ◽

Teacher Education Program ◽

Teaching Strategy ◽

Descriptive Study ◽

English Teacher ◽

Listening Skill ◽

Efl Students

Listening comprehensively is one of the way to build EFL students’ Listening skill, however, they still got problem in different phase of listening. The aimed of the study to identified the listening comprehension problem of EFL students during take English teacher program, the data was collected from Muhammadiyah university students in Kendari. This descriptive study used the listening comprehension problem questionnaire. The result of the study showed that the students still got difficulty in all three phases of listening problem, they are perception, parsing and utilization, moreover, the highest problems was in perception problem. So this problem is highly influence their quality of listening skill. This findings are expected to be a good implication for the lecturer in designing course and listening teaching strategy.

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EFL Student Teachers’ Speaking Anxiety: the Case in One English Teacher Education Program

IJEE (Indonesian Journal of English Education) ◽

10.15408/ijee.v3i1.3619 ◽

2016 ◽

Vol 3 (1) ◽

pp. 60-75

Author(s):

Mukhlash Abrar ◽

F Failasofah ◽

Nunung Fajaryani ◽

M Masbirorotni

Keyword(s):

Teacher Education ◽

Foreign Language ◽

Student Teachers ◽

Education Program ◽

English Education ◽

Teacher Education Program ◽

English Teacher ◽

Speaking Anxiety ◽

Efl Learners ◽

Second Year

ABSTRACT This present study examined student teachers’ Foreign Language Speaking Anxiety (FLSA) associated with gender and proficiency differences. The participants of the study were 72 second-year EFL student teachers at the English teacher education program of one public university in Jambi, Indonesia. A close-ended questionnaire developed from Syakur (1987) and Horwitz et al, (1986) was administered to the participants to explore their FLSA. The results indicated that EFL student teachers are highly anxious when speaking English. Furthermore, the findings revealed that there is no statistical difference between male and female student teachers on FLSA. On the contrary, proficiency does affect EFL learners’ anxiety wherein more proficient students seem to be less nervous to speak. ABSTRAK Penelitian ini membahas kecemasan berbicara bahasa asing (FLSA) siswa yang dihubungkan dengan perbedaan jenis kelamin dan kecakapan berbahasa Inggris. Jumlah peserta dalam penelitian ini sebanyak 72 mahasiswa tahun kedua pada program studi pendidikan bahasa Inggris di salah satu universitas negeri di Jambi. Kuesioner tertutup diberikan kepada peserta penelitian untuk mengetahui FLSA mereka. Hasil penelitian mengindikasikan bahwa siswa pembelajar bahasa asing (EFL) sangat cemas ketika berbicara bahasa Inggris. Selain itu, hasil juga menunjukkan bahwa tidak ada perbedaan statistik yang signifikan pada FLSA antara siswa laki-laki dan perempuan. Sebaliknya, tingkat kecakapan sangat mempengaruhi kecemasan siswa EFL dimana siswa yang mempunyai kecakapan dalam bahasa Inggris terlihat tidak terlalu cemas untuk berbicara. How to Cite: Abrar, M. Failasofah. Fajaryani, N. Masbirorotni. (2016). EFL Student Teachers’ Speaking Anxiety: the Case in One English Teacher Education Program. IJEE (Indonesian Journal of English Education), 3(1), 60-75. doi:10.15408/ijee.v3i1.3619 Permalink/DOI: http://dx.doi.org/10.15408/ijee.v3i1.3619

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TEACHING PRACTICUM OF AN ENGLISH TEACHER EDUCATION PROGRAM IN VIETNAM: FROM EXPECTATIONS TO REALITY

Journal of Nusantara Studies (JONUS) ◽

10.24200/jonus.vol3iss2pp32-40 ◽

2018 ◽

Vol 3 (2) ◽

pp. 32

Author(s):

Kim Anh Thi Vo ◽

Vincent Pang ◽

Kean Wah Lee

Keyword(s):

Teacher Education ◽

Student Teachers ◽

Education Program ◽

Peer Mentoring ◽

Teacher Education Program ◽

Public University ◽

English Teacher ◽

Structured Interviews ◽

Teaching Practicum ◽

The University

Teaching practicum is very essential in the process of learning how to teach, so it should be paid great attention by not only teacher education program designers but also implementators. The paper reports a study on the efficiency of teaching practicum which has been conducted at Public University (pseudonym) in Vietnam. The research employed qualitative approach, and semi-structured interviews were used as the instrument for the data collection. Findings reveal that the implementation of the teaching practicum did not provide student teachers with sufficient chances to develop their teaching skill efficiently. Inappropriate method of implementing the teaching practicum, loose cooperation between the university and high schools, and insufficient support are major issues that caused the teaching practicum to be ineffective. Peer mentoring and a more suitable method of implementing the internship are recommended solutions to improve the effectiveness of the teaching practicum in the English Teacher Education Program at Public University in particular and other English teacher education programs in Vietnam in general.Keywords: Educational program, peer mentoring, teacher education, teaching practicum, teaching skills, VietnamCite as: Vo, T.K.A., Pang, V., & Kean Wah, L. (2018). Teaching practicum of an English teacher education program in Vietnam: From expectations to reality. Journal of NusantaraStudies, 3(2), 32-40. http://dx.doi.org/10.24200/jonus.vol3iss2pp32-40

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Addressing Cultural Identity through Negotiation: Analysis of Student-teacher-authored Narratives

Journal of Teacher Education for Sustainability ◽

10.1515/jtes-2017-0012 ◽

2017 ◽

Vol 19 (2) ◽

pp. 21-35 ◽

Cited By ~ 1

Author(s):

Naser Rashidi ◽

Hussein Meihami

Keyword(s):

Teacher Education ◽

Cultural Identity ◽

Identity Formation ◽

Student Teachers ◽

Student Teacher ◽

Education Program ◽

Cultural Awareness ◽

Teacher Education Program ◽

Cultural Issues ◽

Cultural Variations

AbstractTeachersí cultural identity is among the forepart issues within the realm of teacher education studies. The research about teachersí identity has been done using teacherauthored narratives. That said, the purpose of this study was to investigate the role of negotiation in the student-teachersí cultural identity formation. To that end, three studentteachers (two males and one female student-teachers), majoring in English language teaching participated in this study. During four months, the student-teachers participated in a negotiation program on cultural identity. They were sent some academic papers to study, then, they participated in discussions about cultural variations and the ways to address them in classrooms. The student-teachers where asked to write their narratives. Then the narratives where analyzed based on the semantic expressions. The qualitative analysis of the student-teachersí narratives showed that their cultural identity changed during the negotiation period. By analyzing the student teacher-authored narratives, it appeared that they addressed cultural variations in different ways includingusing cultural varieties in teaching, identifying the gaps between cultural contexts, reconceptualization of cultural concepts, cultural transformation, new modes of using culture, internalization of cultural issues, and cultural awareness, each of which is discussed in the current study. It can be concluded from the obtained information that cultural identity is a dynamic one and open to change. The research bears some implications for teacher education policy makers to introduce sustainable teacher education program in general, and sustainable second language teacher education program in particular.

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A Hunger to Teach: Recruiting Inuit Teachers for Nunavut

Études/Inuit/Studies ◽

10.7202/1055431ar ◽

2019 ◽

Vol 40 (2) ◽

pp. 47-69

Author(s):

Paul Berger ◽

Karen Inootik ◽

Rebecca Jones ◽

Jennifer Kadjukiv

Keyword(s):

High School ◽

Teacher Education ◽

High School Students ◽

Education Program ◽

Teacher Education Program ◽

Teacher Education Programs ◽

Education Programs ◽

School Students ◽

Academic Preparedness ◽

Thunder Bay

We describe findings from participatory research conducted by a southern-based researcher from Thunder Bay, Ontario, and Nunavut Arctic College’s Teacher Education Program students. Together, they interviewed 128 high school students from 11 communities to determine what attracts Inuit youth to teaching and what might discourage them from becoming teachers. The research was based on the premise that Nunavut’s schools cannot be Inuit schools without many more Inuit teachers. We found that many Inuit youth have considered becoming teachers, but they face barriers to doing so. They expressed concerns about housing, finances, leaving their home communities, and their own academic preparedness. Many lacked information about teacher education programs. We recommend addressing these concerns, in part, by using Nunavut Teacher Education Program students to educate high school students about the program and to encourage them to become teachers.

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Diarios Narrativos: Relaciones y Encuentros en Educación Secundaria

Qualitative Research in Education ◽

10.17583/qre.2016.1934 ◽

2016 ◽

Vol 5 (3) ◽

pp. 309

Author(s):

Valeska Cabrera Cuadros ◽

Laura Fuentes Quesada

Keyword(s):

High School ◽

Language Learning ◽

Student Teacher ◽

Learning Process ◽

Communication Channel ◽

Second Stage ◽

Student Teacher Relationship ◽

Teacher Student ◽

Academic Year

During the academic year 2014-2015, an investigation was conducted in an innovative school in Barcelona where a teacher used personal diaries written by its students during their Catalan lessons in 2nd high school. The objective of this activity was to use this tool to work with and from the students’ emotions, and create a communication channel to enhance closeness in the student-teacher relationship that would also benefit their Catalan language learning process. The second stage of the study includes four participants: three students and one teacher. The objectives are: (a) to do a follow-up on the agents who were involved in the creation of personal diaries and (b) to see what this type of activity made them feel in terms of communication and relationship between teacher-student. The method that has guided this work is biographical narrative and some of the conclusions are that the use of narrative newspapers could be a useful tool in improving teaching and even learning itself because it helps establish links between teacher-student and because it allows expressing the experiences using language first hand.

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