Student teachers’ perceptions of critical thinking and its teaching

ELT Journal ◽  
2019 ◽  
Vol 74 (1) ◽  
pp. 40-48
Author(s):  
Rui Yuan ◽  
Paul Stapleton
Keyword(s):  
Critical Thinking ◽  
Focus Group ◽  
Student Teachers ◽  
Teaching Practices ◽  
English Language ◽  
Language Education ◽  
Language Teachers ◽  
English Language Education ◽  
Teachers Perceptions

Abstract Although the importance of critical thinking (CT) has been stressed in English language education, little attention has been paid to language teachers’ perceptions and experiences regarding CT during the pre-service stage of their careers. Drawing on data from a focus group and follow-up email interviews with pre-service language teachers, this study shows that the participants had a limited understanding of CT, and lacked preparation and support in their programmes regarding how to implement CT-oriented teaching practices. The findings also revealed a range of individual and contextual challenges faced by the participants when they tried to integrate CT into their language teaching. The study concludes with recommendations on how to cultivate a critical mindset among language teachers while developing CT-oriented pedagogies.

scholarly journals The Pedagogical Practicum Journey Towards Becoming an English Language Teacher

2019 ◽  
Vol 21 (1) ◽  
pp. 173-185 ◽  
Author(s):  
Edgar Lucero ◽  
Katherin Roncancio-Castellanos
Keyword(s):  
Teaching Practices ◽  
English Language ◽  
Language Education ◽  
Private University ◽  
Language Teachers ◽  
Mentor Teachers ◽  
English Language Education ◽  
Teaching Experiences ◽  
English Language Teachers ◽  
Practicum Experiences

This article discusses English language pre-service teachers’ pedagogical practicum experiences. We compiled, from their teacher journals and group talks, the lived teaching experiences of a group of 34 pre-service teachers who were majoring in English language education at a private university in Bogota, Colombia. The analysis of their stories makes us realize that their first practicum experiences are full of feelings and emotions, and that their first teaching practices are based on their mentor teachers’ pieces of advice. These first experiences, in turn, develop the foundation upon which they build themselves as English language teachers.

scholarly journals Teaching Practice is not Enough for EFL Teachers: Voices from IAIN Surakarta

2019 ◽  
Vol 4 (2) ◽  
pp. 247
Author(s):  
Imroatus Solikhah ◽  
Teguh Budiharso
Keyword(s):  
Teaching Practices ◽  
English Language ◽  
Teaching Practice ◽  
Language Education ◽  
Mentor Teachers ◽  
Teaching Skills ◽  
English Language Education ◽  
Efl Teachers ◽  
English Competence ◽  
Mentoring System

This study explores teaching practices for English Language Education program of IAIN Surakarta were implemented to link the gaps between theory and actual needs at schools. Relying on the qualitative approach, this study used content analysis as the main data sources, observation and interview to collect data.  The results of the study show that teaching practice for the ELT in IAIN Surakarta indicate restrictions.  With overall duration of 16 weeks, teaching practices at IAIN Surakarta is set in 6 credits, each of which consists of (1) micro teaching (2 credits), (2) administrative observation, (3) classroom observation, (4) classroom teaching practices.  During the field practices, complaints from mentor teachers appear that practican students are not well prepared in teaching skills and limited knowledge is performed to English competence performance in the classroom. Students claim that preparation in the itinerary of teaching practice they received from campus are not definitely sufficient as too many administrative processes are emphazised and mentoring system does not suffice to equip teaching skills

scholarly journals Interculturality in English Language Teaching – A Small Study with Portuguese Teachers

e-TEALS ◽  
2018 ◽  
Vol 8 (1) ◽  
pp. 107-125
Author(s):  
Ana Ponce de Leão
Keyword(s):  
Foreign Language ◽  
Intercultural Competence ◽  
English Language ◽  
Communicative Competence ◽  
Language Education ◽  
Language Teachers ◽  
English Language Teaching ◽  
Intercultural Communicative Competence ◽  
Language Teacher ◽  
Teachers Perceptions

Abstract UNESCO and many other organisations worldwide have been working on approaches in education to develop tolerance, respect for cultural diversity, and intercultural dialogue. Particularly, the Council of Europe has laid out guiding principles in several documents to promote intercultural competence, following Byram’s and Zarate’s efforts in integrating this important component in language education. The commitment to developing the notion of intercultural competence has been so influential that many countries, e.g., Portugal, have established the intercultural domain as a goal in the foreign language curricula. However, this commitment has been questioned by researchers worldwide who consider that action is needed to effectively promote intercultural competence. The research coordinated by Sercu, for example, suggests that, although foreign language teachers are willing to comply with an intercultural dimension, their profile is more compatible with that of a traditional foreign language teacher, rather than with a foreign language teacher, who promotes intercultural communicative competence. In this study, I propose to examine teachers’ perceptions and beliefs about intercultural communicative competence in a cluster of schools in Portugal and compare these findings with Sercu’s study. Despite a twelve-year gap, the present study draws similar conclusions.

Student Teachers' Perceptions of the Use of LMS for Promoting Critical Thinking in Their Future Teaching Career

2021 ◽  
pp. 613-631
Author(s):  
Alcuin Ivor Mwalongo
Keyword(s):  
Professional Development ◽  
Critical Thinking ◽  
Mixed Methods ◽  
Focus Group ◽  
Student Teachers ◽  
Public Universities ◽  
Group Discussions ◽  
Teaching Career ◽  
Mixed Methods Approach ◽  
Teachers Perceptions

The chapter examined student teachers' perceptions of the use of Moodle for promoting critical thinking in their future teaching career. The study used a mixed methods approach with a sample of 70 student teachers from three public universities in Tanzania. Data were collected through a survey, focus group discussions, and a review of documents. Quantitative and qualitative data were analyzed through SPSS 25 and MaxQDA 18, respectively. The findings indicate the potential of Moodle for promoting critical thinking, collaboration, and professional development. Similarly, there were statistically significant differences between pre-service and in-service teachers in perceptions of satisfaction with Moodle and taking LMS-related jobs in the future. Pedagogical implications of the findings and the area for further research have been discussed.

scholarly journals POLICY CHANGE IMPLEMENTATION: THE CASE OF THE CEFR IN MALAYSIAN ESL CLASSROOMS

2021 ◽  
Vol 6 (2) ◽  
pp. 296-317
Author(s):  
Nur Ashiquin C. Alih ◽  
Abdul Halim Abdul Raof ◽  
Masdinah Alauyah Md. Yusof
Keyword(s):  
Policy Change ◽  
Education System ◽  
English Language ◽  
Language Education ◽  
Structured Interview ◽  
Readiness For Change ◽  
Language Teachers ◽  
Change Implementation ◽  
English Language Education ◽  
English Language Teachers

Background and purpose: With rapid global development happening in the world today, the field of education has been awash with various change forces. In an effort to ensure its system is globally competitive, Malaysia has taken a step to align its English language education system to the Common European Framework of Reference (CEFR). However, any change in policy is not without problems and challenges as studies have shown that challenges were inevitable and stakeholders’ buy-in on the new change is necessary. Hence, this study was undertaken to investigate the challenges faced by teachers in implementing the CEFR in Malaysian ESL classrooms, their belief on this new reform and their readiness to implement the CEFR.   Methodology: A mixed-method design was utilized with the use of questionnaire and semi structured interview as means for data collection. 365 English language teachers responded to the questionnaire while 15 English language teachers participated in interview sessions.   Findings: The data revealed five challenges namely teachers’ motivation, materials, time, students’ proficiency level and facilities. Despite facing multiple challenges, all teachers exhibited positive belief towards the adoption of the CEFR. The study also showed that although teachers were emotionally ready to accept the change, their cognitive readiness for change however is dependent upon three important facets namely time, collective effort and adequate materials.   Contributions: The study provides insights into the change in policy involving the CEFR implementation in the Malaysian English language education system which contributes to the scarce literature on the implementation of CEFR.   Keywords:  Policy implementation, challenges in policy change, teachers’ belief, Common European Framework of Reference (CEFR), readiness for change.   Cite as: C. Alih, N. A., Abdul Raof, A. H., & Md. Yusof, M. A. (2021). Policy change implementation: The case of the CEFR in Malaysian ESL classrooms.  Journal of Nusantara Studies, 6(2), 296-317. http://dx.doi.org/10.24200/jonus.vol6iss2pp296-317

A Case Study on Pre-Service English Teachers' Perceptions of Self-Efficacy and Integration of Information-Communication Technologies

2019 ◽  
pp. 274-290 ◽  
Author(s):  
Ilknur Istifci
Keyword(s):  
Teacher Education ◽  
Self Efficacy ◽  
English Language ◽  
Language Education ◽  
English Teachers ◽  
Comparison Method ◽  
Language Teachers ◽  
Structured Interviews ◽  
Language Teacher Education ◽  
Teachers Perceptions

The aim of this study is to find out pre-service English language teachers' ICT self-efficacy perceptions and ICT integration in their lessons. The data were collected from 60 pre-service English teachers in one of the state universities in Turkey via a questionnaire developed by Ekici, Ekici, and Kara. Semi-structured interviews were also carried out with some volunteering pre-service teachers. The questionnaire data were analyzed using the Statistical Package for Social Sciences (SPSS 22). Interview data were analyzed finding emerging themes and categorizing them using constant comparison method. The results showed that they use ICTs in their lessons mostly especially in practicum or macro and micro teaching sessions and they have high self-efficacy on ICT use in language education. Results also revealed some problems they encounter while using ICTs in language teacher education and their suggestions on how to improve their use. Based on the results, certain implications were drawn from the study in order to organize future teacher education programs that utilize ICTs.

Student Teachers' Perceptions of the Use of LMS for Promoting Critical Thinking in Their Future Teaching Career

2019 ◽  
pp. 119-137
Author(s):  
Alcuin Ivor Mwalongo
Keyword(s):  
Professional Development ◽  
Critical Thinking ◽  
Mixed Methods ◽  
Focus Group ◽  
Student Teachers ◽  
Public Universities ◽  
Group Discussions ◽  
Teaching Career ◽  
Mixed Methods Approach ◽  
Teachers Perceptions

The chapter examined student teachers' perceptions of the use of Moodle for promoting critical thinking in their future teaching career. The study used a mixed methods approach with a sample of 70 student teachers from three public universities in Tanzania. Data were collected through a survey, focus group discussions, and a review of documents. Quantitative and qualitative data were analyzed through SPSS 25 and MaxQDA 18, respectively. The findings indicate the potential of Moodle for promoting critical thinking, collaboration, and professional development. Similarly, there were statistically significant differences between pre-service and in-service teachers in perceptions of satisfaction with Moodle and taking LMS-related jobs in the future. Pedagogical implications of the findings and the area for further research have been discussed.

scholarly journals The enactment of the Malaysian common European framework of reference (CEFR): National master trainer’s reflection

2018 ◽  
Vol 8 (2) ◽  
Author(s):  
Abdul Hakim Ali Abdul Aziz ◽  
Radzuwan Ab Rasid ◽  
Wan Zhafirah Wan Zainudin
Keyword(s):  
Education Reform ◽  
English Language ◽  
Language Education ◽  
Training Model ◽  
Language Teachers ◽  
International Standards ◽  
English Language Education ◽  
Master Trainer ◽  
English Language Teachers ◽  
Second Tier

As Malaysia sets out to realise their plan of the English Language Education Reform, the adaptation and implementation of Common European Framework of Reference (CEFR) is an obvious choice; however, creating a high-calibre teaching workforce to carry it out poses a significant challenge. This critical reflection article elucidates the implementation of CEFR in Malaysian Pre-, Primary and Secondary schools from the perspective of a National Master Trainer (NMT) who attended multiple courses by Cambridge English Super Trainers (CEST) before going on to train English language teachers using the Cascade Training Model. Based on the trainer’s experience, this article discusses the progress of the training, starting from CEST as the first tier, NMT as the second tier, and District Trainer (DT) as the third tier, until it reaches the teachers who will apply their knowledge and skills in the classroom. We conclude that despite the long and careful planning in terms of teacher training for the CEFR implementation, there are various aspects that need improvements, to better guarantee success in producing an English language programme along with international standards, as the plan dictates.

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