A Content Area Reading Course Re-Imagined: A Situated Case Study of Disciplinary Literacies Pedagogy in Secondary English Teacher Education

Reading is the basic in learning every subject. The more understanding the text, the more information students can gain. However, the reading materials that the students use is not appropriate based on syllabus. Therefore, the reading materials should be developed to fulfil the syllabus and the students' needs also. Because English is included Content Area Reading, so the development of reading materials is based on content area which focus on strengthen the vocabularies, specifically the unfamiliar ones, by giving glossary and related pictures. The developed text is only focus in the first semester which is descriptive and recount text. The research was conducted at SMP Muhammadiyah 7 Medan. The data was taken from interviewing the English teacher and distributing questionnaires for 30 students in grade VIII-4. The data showed that students need materials which is related to their environment and constructed by familiar vocabularies. Based on the result of the study, conclusion and suggestion are directed to the English teacher who is teaching in that school to provide reading materials based on syllabus and students' needs regularly.

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Learning to Teach: A Case Study of Student Teachers’ Practicum and Policy Recommendations

The Qualitative Report ◽

10.46743/2160-3715/2017.2671 ◽

2017 ◽

Cited By ~ 1

Author(s):

Urip Sulistiyo ◽

Amirul Mukminin ◽

Kemas Abdurrahman ◽

Eddy Haryanto

Keyword(s):

Teacher Education ◽

Student Teachers ◽

Education Program ◽

Teacher Educators ◽

Teacher Education Program ◽

English Teacher ◽

Teaching Practicum ◽

Beginner Teachers

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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What Are Literary Studies For?

Educare - vetenskapliga skrifter ◽

10.24834/educare.2020.3.5 ◽

2020 ◽

pp. 110-158

Author(s):

Katherina Dodou

Keyword(s):

Teacher Education ◽

Student Teachers ◽

First Century ◽

Literary Studies ◽

English Teacher ◽

Secondary English ◽

Specific Content ◽

Upper Secondary ◽

The Subject ◽

Academic Year

The present article addresses the nature and purposes of literary studies in secondary and upper secondary English teacher education programmes in Sweden. It is based on a study of syllabi from all programmes nationally and for the academic year 2017-2018. The article maps the goals formulated for literary studies as well as the literary and disciplinary repertoires foregrounded in these documents, and so provides a snapshot of the kinds of literary studies that student teachers of Englishhad access to. It situates literary studies in the context of steering documents for English teacher education, and it shows that, whilst literary studies were a given part of English teacher education in the studied period, they relied on a narrow conception of the discipline. Literary studies mainly attended to twentieth and twenty-first century prose fiction and regarded literature primarily as a source of worldly knowledge. Indeed, the repertoires mediated seemed based on their potential to cover curricular ground in relation to steering documents for Swedish schools. Given the relative freedom institutions had to define the subject-specific content of teacher education, the results prompt a discussion about the knowledge repertoires that student teachers need as part of their higher education and as preparation for professional practice.

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“The personal has become political”: A secondary teacher’s perceptions of her body in the classroom

Journal of Pedagogy / Pedagogický casopis ◽

10.2478/jped-2014-0009 ◽

2014 ◽

Vol 5 (2) ◽

pp. 183-207 ◽

Cited By ~ 2

Author(s):

Christine A. Mallozzi

Keyword(s):

Teacher Education ◽

Discourse Analysis ◽

Teacher Candidates ◽

Personal Life ◽

Women Teachers ◽

English Teacher ◽

Secondary English ◽

Teacher's Perceptions ◽

Personal Changes ◽

Political Matter

Abstract The purpose of this paper is to examine how a secondary English teacher considered her body a personal and political matter within her professional settings. Discourse analysis of the participant’s narrative evidences that women teachers are pressured to present certain feminine and heterosexual bodies and present a similar personal life within their pedagogy. The risk in not following suit is being pushed out of the profession, a matter that can be problematic especially when a teacher undergoes personal changes counter to professional expectations. Teacher education responsibility in preparing teacher candidates for a variable professional trajectory is noted.

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The Difficulties in Implementing Scientific Approach Based on 2013 Curriculum: A Case Study on One English Teacher

ELSYA : Journal of English Language Studies ◽

10.31849/elsya.v3i2.5794 ◽

2021 ◽

Vol 3 (2) ◽

pp. 126-133

Author(s):

Sarah Madina ◽

Absharini Kardena

Keyword(s):

Qualitative Research ◽

Structured Interview ◽

Information Resources ◽

English Teacher ◽

Teaching Process ◽

Secondary English ◽

Classroom Activities ◽

Scientific Approach ◽

Data Source

This case study investigated the difficulties faced by an English teacher in implementing the scientific approach at one selected school in the district of Agam in West Sumatera, Indonesia. This qualitative research used semi-structured interview questions and an observation checklist as the instruments, with an English teacher as the data source. This study showed that the selected secondary English teacher in MTsN 3 Agam encountered eight significant difficulties in dealing with the implementation of stages of the scientific approach based on the 2013 curriculum in classroom activities. The English teacher’s difficulties included: (1) to determine the object that will be observed; (2) to determine how the way data recorded; (3) encouraging the students to ask; (4) to make the various media as the information resources; (5) deciding the duration of students to do the experiment activity; (6) to divide the time for evaluation; (7) to organize the student to analyze; (8) encouraging the student to present their work in front of the class. This study serves as a reminder for the preparation suitable strategies needed in adapting not only to the general teaching process, but also to the possible changes in the curriculum.

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“Anyway, I don't think I’ll ever be prepared”: Letters students’ beliefs and affective states

Revista Letras ◽

10.5380/rel.v88i1.26760 ◽

2013 ◽

Vol 88 (1) ◽

Author(s):

Fernando Silvério De Lima ◽

Douglas Candido Ribeiro ◽

Maria da Conceição Aparecida Pereira Zolnier

Keyword(s):

Teacher Education ◽

Applied Linguistics ◽

Teaching Profession ◽

English Teacher ◽

Affective States ◽

Consistent Relationship ◽

Affective Domains

Some studies in contemporary Applied Linguistics have considered the role of beliefs and affective domains in initial and continuing English Teacher Education. In this paper we present the results of a case study (BROWN; RODGERS, 2002), carried out with two Letters undergraduates, in which we aimed to investigate the beliefs and affective states that emerged in the classes of an English course in which the students were enrolled. The data, collected mainly by means of written accounts which resulted from open questionnaires, suggest a consistent relationship between beliefs and affective states, i. e., the students do not feel prepared for the teaching profession, pointing out some limitations that are justified by their beliefs and strengthened by factors of the affective domains, such as insecurity and anxiety.

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Sharing Teaching Ideas: The Graphing Calculator and Division of Fractions

Mathematics Teacher ◽

10.5951/mt.89.4.0304 ◽

1996 ◽

Vol 89 (4) ◽

pp. 304-305

Author(s):

James Pelech ◽

Jacquelyn Parker

Keyword(s):

Mathematics Teacher ◽

Content Area Reading ◽

Reading Program ◽

Graphing Calculator ◽

Content Area ◽

Graphic Organizer ◽

English Teacher ◽

Service Program ◽

Technology In The Classroom ◽

Teaching Ideas

How does a mathematics teacher develop a strategy to use more technology in the classroom? The answer is simple: work with an English teacher in a year-long in-service program! Jacquelyn Parker and I worked together in the Content Area Reading Program, which emphasizes different reading and teaching strategies. For the visual learner, Parker recommended that I use a graphic organizer. She also reminded me that as a teacher of algebra, geometry, and trigonometry, I had a built-in graphic organizer at my fingertips—the graphing calculator.

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THE PRACTICE OF GENRE-BASED PEDAGOGY IN INDONESIAN SCHOOLS: A CASE OF PRESERVICE TEACHERS IN BANDUNG, WEST JAVA PROVINCE

Indonesian Journal of Applied Linguistics ◽

10.17509/ijal.v7i1.6869 ◽

2017 ◽

Vol 7 (1) ◽

pp. 160

Author(s):

Iyen Nurlaelawati ◽

Nita Novianti

Keyword(s):

Teacher Education ◽

Preservice Teachers ◽

Teaching And Learning ◽

Document Analysis ◽

Classroom Teaching ◽

English Teacher ◽

Teaching Practicum ◽

Case Study Design ◽

State Schools

This paper reports preservice teachers’ knowledge and understanding about genre-based pedagogy in the curriculum and its implementation in their EFL classrooms. Six participants who were taking their teaching practicum program in two different state schools took part in the study. Employing a case study design, the data were collected through questionnaire, observations, interviews, and document analysis (lesson plans). The findings show that the preservice teachers had varying degrees of knowledge and understanding of what genre-based pedagogy is and how to apply it in the teaching and learning. All of them, though, believe that genre-based pedagogy is very useful and applicable in EFL teaching and learning. Out of the six participants, four employed the pedagogy in their classroom teaching and learning. There is, however, a gap between what the preservice teachers know and understand about genre-based pedagogy and how they apply it in the classroom. Most of the preservice teachers skip the most important part in genre-based pedagogy, namely building knowledge of the field. They also do not give feedback to their students’ writing. These findings have some implications for the English teacher education in Indonesia. Teacher education institutes should pay more attention on preservice teachers’ practices in the classroom. Cooperation between the teacher supervisor, lecturer, and preservice teachers is really needed.

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