Student teachers’ expectations and their sense of fulfillment in a TESOL program

2021 ◽  
Author(s):  
Yoko Mori ◽  
Elke Stracke
Keyword(s):  
Second Language Acquisition ◽  
Student Teachers ◽  
Teaching Practice ◽  
Theory And Practice ◽  
Future Research ◽  
Potential Conflict ◽  
Unmet Expectations ◽  
Explanatory Mixed Methods ◽  
Master Of Arts ◽  
Language Profiles

Abstract Student expectations have increasingly become a focus in Second Language Acquisition research. This study takes a closer look at student teachers’ expectations in a Master of Arts TESOL program at an Australian university to investigate their expectations and sense of fulfillment of these expectations. We employed a sequential explanatory mixed-methods design and conducted a questionnaire (N = 31) and interviews (N = 6) with student teachers. The results show that student teachers expect a well-balanced curriculum of theory and practice and consider teaching practice their top priority. While the expectations of most TESOL student teachers are met, different language profiles can lead to different expectations and potential conflict. Contrary to most previous research, this study showed that unmet expectations do not necessarily lead to unfavorable outcomes because of the student teachers’ ability to adjust in various ways. The study concludes with a discussion of implications for practice and future research.

Integrating Mathematics and Science Methods Classes With an Afterschool STEM Club

2018 ◽  
pp. 420-450
Author(s):  
Rachael Eriksen Brown
Keyword(s):  
Classroom Management ◽  
Elementary Mathematics ◽  
Teaching Practice ◽  
Theory And Practice ◽  
Methods Course ◽  
Future Research ◽  
Mathematics Methods ◽  
Mathematical Ideas ◽  
Mathematics Methods Course ◽  
Mathematics And Science

This chapter describes a model of integrating an elementary mathematics methods course with an afterschool club in order to support pre-service teachers' development of a teaching practice. The goal of the model was to help pre-service teachers integrate theory and practice as well as begin to notice particular elements of a classroom and lesson. Details of the model, the course, and how the partnership with the elementary school was formed are shared. In addition, results from analyzing pre-service teachers' journal responses indicate most teachers focused on classroom management initially; however, writing shifted to focus on students' mathematical ideas and the purpose of play. Learnings with respect to teacher education as well as ideas for future research are discussed.

scholarly journals Analyzing student teachers’ use of theory in their reflections on mathematics teaching practice

2019 ◽  
Vol 32 (4) ◽  
pp. 563-588
Author(s):  
Wil Oonk ◽  
Nico Verloop ◽  
Koeno P. E. Gravemeijer
Keyword(s):  
Student Teachers ◽  
Mathematics Teaching ◽  
Teaching Practice ◽  
Two Dimensions ◽  
Theory And Practice ◽  
Primary Teacher ◽  
First Year ◽  
Theoretical Concepts ◽  
Analysis Instrument ◽  
Theory Use

Abstract This study was conducted among 269 student teachers at 11 primary teacher training colleges in the Netherlands. To investigate their competence in integrating theory and practice in their reflections on mathematics teaching, a learning environment was designed to evoke theory use in reflections on practice. To be able to systematically describe the use of theory, we distinguished two dimensions, which we called the nature and level of theory use. A Reflection Analysis Instrument was used to univocally code the nature and level of the student teachers’ theory use in the reflective notes of their final assessments into 1740 meaningful units. We found that nearly all student teachers used theory. However, they differed markedly in the way they linked theory and practice and with which depth they used theoretical concepts in their reflections. A remarkable finding of the study was the important influence of prior mathematics education on the nature and level of theory use, especially the low results of the third-year student teachers in their level of theory use. The outcome may have consequences for the design of the teacher education curricula and for the intake of first-year student teachers.

scholarly journals Dynamics of Difficulties Experienced by Prospective Teachers of Psychology During Teaching Practice

Pedagogika ◽  
2017 ◽  
Vol 125 (1) ◽  
pp. 122-131
Author(s):  
Albina Saikauskienė ◽  
Tomas Lazdauskas
Keyword(s):  
Classroom Management ◽  
Student Teachers ◽  
Prospective Teachers ◽  
Teaching Practice ◽  
Theory And Practice ◽  
Active Response ◽  
Qualitative And Quantitative ◽  
Quantitative Data Analysis ◽  
Pedagogical Competence ◽  
First Contact

In the opinion of authors involved in studies on teacher education, teaching practice is an essential period of professional development (Hormenu et al., 2014; Hussain et al., 2013; Kirbulut & Bektas, 2011) and personality transformation (Schoeman & Mabunda, 2012) that enables student teachers to develop their professional and classroom identity as well as strengthening knowledge of theory and practice (Lakateb, 2016; Morales Cortés, 2016). Therefore, an analysis of the experience gained during each practice, as well as its dynamics, is undoubtedly useful in developing an active response to the difficulties faced by the student teachers and in adjusting the training process in a way that convinces them they are sufficiently prepared to overcome these difficulties. This study is an analysis of the difficulties faced by prospective teachers of psychology during their teaching practice and the dynamics of such difficulties. We have analysed the reflections of two teaching practices of the previous two years undergone by the same student teachers (n = 34). In the study, we applied qualitative and quantitative data analysis methods. The analysis of the results shows that during the practice students usually doubt their skills and competences in confronting difficulties in classroom management such as first contact with pupils, attention management, involvement in activities, response to misbehaviour, maintenance of discipline etcetera. The quantitative analysis of the confronted difficulties shows that the proportion of the experienced difficulties does not change from one practice to another (McNemar test χ2 < 3.84). More than half (56 %) of students pointed out the same difficulties faced during the first and the second practice. Although some student teachers assess their pedagogical competence as improved, it remains unclear why a meaningful reduction of the difficulties reported after the first practice does not take place in the second practice. The results suggest more research is needed into the dynamics of difficulties experienced by student teachers and into planning new ways to develop professional competences.

scholarly journals Concerns on the Pre-service and In-service Primary Physical Education Student Teachers

1999 ◽  
Vol 5 (2) ◽  
pp. 10-16
Author(s):  
Alberto CRUZ ◽  
Edward W. CHOW
Keyword(s):  
Physical Education ◽  
Student Teachers ◽  
Teaching Practice ◽  
Longitudinal Research ◽  
Future Research ◽  
Physical Educators ◽  
Education Student ◽  
Teacher Concerns ◽  
Scale Scores ◽  
Depth Study

LANGUAGE NOTE | Document text in English; abstract also in Chinese.Teacher Concerns Questionnaire (TCQ) was administered to 75 Hong Kong pre-service and in-service student teachers of primary physical education prior to their teaching practice or the commencement of teaching supervision period. Results showed no significant differences in all concern scale scores between groups and the three-factor structure of TCQ could not be replicated. Recommendations for future research were made: First, a modified TCQ for physical educators needs to be specifically designed. Second, qualitative data should be collected for more in-depth study of teacher concerns. Third, longitudinal research design should be used. Fourth, other factors that are likely to influence teacher concerns should also be considered.75位職前及在職小學師訓體育敎師於實習/視導開始前填寫「敎師關注問題問卷」(TCQ)。結果顯示職前及在職小學師訓體育敎師關注的問題並無顯著差異。因素分析結果亦沒有出現TCQ的三因子結構。作者建議未來進行有關研究時應：（一）設計及採用專為探討體育敎師關注問題的問卷；（二）使用質的研究方法'更深入地探討敎師關注問題；（三）進行長期追縱研究；及（四）考慮其他可能影響敎師敎學關注問題的因素。

scholarly journals Abstracts: Teacher education

2007 ◽  
Vol 40 (4) ◽  
pp. 358-360
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Teaching Practice ◽  
Cultural Knowledge ◽  
Theory And Practice ◽  
School Level ◽  
Teaching Beliefs ◽  
Diverse Classrooms ◽  
Secondary School Level ◽  
The Impact

07–615Dogancay-Aktuna, Seran (Southern Illinois U, USA), Expanding the socio-cultural knowledge base of TESOL teacher education. Language, Culture and Curriculum (Multilingual Matters) 19.3 (2006), 278–295.07–616Gonçalves, Maria de Lurdes (U Aveiro, Portugal) & Ana Isabel Andrade, Connecting languages: The use of theportfolioas a means of exploring and overcoming frontiers within the curriculum. European Journal of Teacher Education (Routledge/Taylor & Francis) 30.2 (2007), 195–213.07–617Kurihara, Yuka & Keiko Samimy (Ohio State U, USA), The impact of a U.S. teacher training program on teaching beliefs and practices: A case study of secondary school level Japanese teachers of English. JALT Journal (Japan Association for Language Teaching) 29.1 (2007), 99–122.07–618Poulou, Maria (U Patras, Greece), Student-teachers' concerns about teaching practice. European Journal of Teacher Education (Routledge/Taylor & Francis) 30.1 (2007), 91–110.07–619Santoro, Ninetta (Deakin U, Australia), ‘Outsiders’ and ‘others’: ‘Different’ teachers teaching in culturally diverse classrooms. Teachers and Teaching: Theory and Practice (Routledge/Taylor & Francis) 13.1 (2007), 81–97.07–620Vacilotto, Silvana & Rhoda Cummings (U Nevada, Reno, USA; [email protected]), Peer coaching in TEFL/TESL programmes. ELT Journal (Oxford University Press) 61.2 (2007), 153–160.

Preservice Student-Teachers’ Perceptions of Themselves as Teachers- Experience from Teaching Practicum

2017 ◽  
Vol 6 (2) ◽  
pp. 330
Author(s):  
Vasiliki Fotopoulou
Keyword(s):  
Preservice Teachers ◽  
Identity Formation ◽  
Student Teachers ◽  
Teaching Practice ◽  
Transformation Process ◽  
Theory And Practice ◽  
Teaching Activity ◽  
Teaching Practicum ◽  
Teachers Perceptions ◽  
Third Stage

The importance and significance of the role of pre-service teachers’ education in building up their identity formation is well-recognized. This work investigates one dimension of this complex formation: how pre-service teachers perceive themselves as teachers in a pre-service teacher education compulsory course of teaching practice in Greece. An experience report from a teaching practicum is presented based on a qualitative analysis of anonymous questionnaires (N=144). Our analysis reveals that student-teachers are engaged in a process of transformation which encompasses from the academic preparation to the teaching reality. We identify three interconnected stages in this transformation process: i) first contact (e.g., choice and field of their studies, relation between theory and practice), ii) familiarization (e.g., get in touch with teaching activity, with the space and the operation of kindergarten, collaboration with teachers), and iii) function (e.g., interaction with pupils, acquiring experience, acting as teachers). According to the data analysis, preservice teachers tend to attribute greater importance to specific elements of each stage. More specifically, the choice and field of their studies as well as the teaching activity (planning, implementation and feedback) were underlined as very important elements in the second and third stage respectively, while a great number of preservice students highlighted the interaction with students in the classroom as well as their act and operation as teachers in the third stage. Summing up, our findings indicate that pre-service teachers perceive themselves as teachers through four-correlated to each other in a bidirectional manner- issues: the academic framework, the teaching activity, themselves acting as teachers, and the students. Furthermore, the aforementioned four issues point out that pre-service teachers’ perceptions are not stable but are subjected to a transformative process that take place during their teaching practice. Accordingly, the findings of this study could provide a conceptual framework that incorporates pre-service teachers’ perceptions and examine teachers’ identity formation from this specific perspective of pre-service studies.

Connections Between Theory and Practice in Teacher Education

2013 ◽  
Vol 4 (1) ◽  
pp. 97-105
Author(s):  
Nabi Bux Jumani
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Professional Education ◽  
Teaching Practice ◽  
Focus Group Interview ◽  
Education Programme ◽  
Theory And Practice ◽  
Practice Gap ◽  
Theory Practice Gap ◽  
The Relationship

A fundamental component in professional education is the link between theory and practice. However, students in professional education programmes experience a lack of coherence between theory and practice which is often described as theory practice gap. The aim of this study was to explore the relationship between theory and practice in MA Education Programmes offered by International Islamic University and to contribute with knowledge about how to bridge the gap between theory and practice in teacher education programme. Data were obtained through focus group interview with 40 MA Education female students who completed their four months teaching practice in December 2011. Data reveal that student teachers are quite satisfied with their pedagogical preparation and find difference in theory and practice in teacher education institutions and practice schools in Pakistan. Data indicate that student teachers were not allowed by schools to implement their learnt teaching strategies.

Development or Training

2019 ◽  
pp. 305-319
Author(s):  
Esim Gursoy ◽  
Elif Eken
Keyword(s):  
Student Teachers ◽  
Student Teaching ◽  
Clinical Supervision ◽  
Teacher Candidates ◽  
Teaching Practice ◽  
Theory And Practice ◽  
Teachers Perceptions ◽  
Teaching Philosophies ◽  
Field Notes ◽  
Cooperative Models

As a testing ground for theory and practice transition, teaching practice is a key element of teacher training process. One way to ensure that teacher candidates are acquiring and practicing critical teaching skills is to provide feedback through reflective practice during the student teaching. However, it should be beyond the helpful prescriptions in order for student teachers to develop their own teaching philosophies. For this reason, this study focuses on the growing trend toward cooperative models of student teaching supervision: the clinical supervision model (CSM). The study reports on the student teachers' perceptions on professional development with regard to the feedback they receive (direct or indirect). Twelve ELT student teachers contributed to the study and the data was collected via an open-ended and a closed-ended questionnaire, researchers' field-notes and video-taped reflection sessions. The data analysis revealed that although having varying degrees of abstraction, most of the student teachers had positive perceptions regarding indirect feedback during CSM.

scholarly journals From Knowledge Sharing to Reflective Thinking: Using Focus Group to Promote EFL Teachers’ Reflectivity

2021 ◽  
Author(s):  
Majid Farahian ◽  
Farshad Parhamnia
Keyword(s):  
Focus Group ◽  
Knowledge Sharing ◽  
Student Teachers ◽  
Reflective Practice ◽  
Structured Interview ◽  
Research Literature ◽  
Theory And Practice ◽  
Constructive Feedback ◽  
Efl Teachers ◽  
Master Of Arts

Educational research literature has underscored the key role of collaboration and interaction among teachers. As such, the present study, as its main objective, sought whether knowledge sharing in a reflective focus group improved English as a foreign language(EFL) student teachers’ reflective practice. In addition, it explored the benefits and challenges to knowledge sharing in a reflective focus group. To this end, a survey of reflective practice, and a semi-structured interview were employed to investigate research questions. Eleven Iranian Master of Arts (MA) students who were, at the same time, EFL teachers in languages schools served as the participants of the study. The results indicated that the focus group platform could enable EFL teachers to improve their reflective practice through interaction with colleagues. Among other factors, receiving constructive feedback, and recognizing the possible relationship between theory and practice were the benefits of knowledge sharing through reflective practice. Regarding the barriers to using reflective focus group, various inhibitors were reported by the participants that can be classified into personal, institutional, and educational factors. The implications of the study are also presented.

scholarly journals Student Teachers’ Development of Reflective Practice concerning Teaching Philosophy and Peer Observations

2021 ◽  
Author(s):  
Asma Mansour Almusharraf
Keyword(s):  
Student Teachers ◽  
Reflective Practice ◽  
Teacher Educators ◽  
Teaching Practice ◽  
Teacher Education Program ◽  
Structured Interview ◽  
Future Research ◽  
Teaching Philosophy ◽  
Peer Observation ◽  
Peer Observations

This study examined the effect of utilizing e-portfolio reflection-enhancing tasks in a practicum course on developing student teachers' level of reflection. It sought to answer how engaging EFL student teachers in writing a teaching philosophy and peer observation affect their understanding of and appreciation for reflective practice and its influence on developing their reflection level and teaching performance. A mixed-methods study design was implemented where both quantitative and qualitative data were collected within this study. Eight female Saudi student teachers enrolled in a teacher education program at a public university in Saudi Arabia participated in this study while completing an 11-week teaching practicum course at a public secondary school in Riyadh. Each participant was tasked with completing a teaching philosophy and six peer observations with other participants within the study. Each task was analyzed for its reflection level based on a rubric developed by El- Okda (2009). Data were also collected through a semi-structured interview with each of the participants. This study demonstrated that while the participants struggled throughout the practicum to develop a cogent teaching philosophy, their level of reflection for the peer observation tasks improved throughout the teaching practice. Their enthusiasm for these tasks and the process of reflection itself was very positive. The results of this study will help teacher educators to create an informative account of reflection in teaching practice programs in ways that encourage reflective practice among student teachers. Future research could continue to explore more reflective tasks that encourage reflection among student teachers.

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