Teaching Literature among Pre-Service Teachers: Challenges and Solutions

2021 ◽  
Vol 8 (1) ◽  
pp. 95-103
Author(s):  
Ain Suraya Harun ◽  
Norhanim Abdul Samat
Keyword(s):  
Time Management ◽  
Public University ◽  
Mixed Method Research ◽  
Structured Interviews ◽  
Teaching Techniques ◽  
Literature Teaching ◽  
Teaching Literature ◽  
Teacher Trainees ◽  
The Subject ◽  
The University

Teacher trainees should be prepared to teach and exposed to the approaches, models, and techniques of literature teaching. Being ready can also boost their confidence to teach literature so that the lessons can be delivered smoothly.  These teachers are so new to teaching that they might face difficulties when teaching English, specifically literature. There are teaching techniques, strategies and approaches that those pre-service teachers can investigate to understand better how to apply in their teaching. Additionally, their lack of exposure towards literature teaching can also affect the performance of teaching. This paper seeks to investigate pre-service teachers’ readiness to teach literature in schools and the challenges faced by them while teaching literature. It also attempts to offer suggestions to improve better literature teaching. This mixed method research study used questionnaires distributed to 22 TESL pre-service teachers from a public university in Johor. Additionally, semi-structured interviews were conducted with two lecturers who have vast experiences in supervising pre-service teachers at schools. Results show that a majority of fourth year TESL students are ready to teach literature with the training and courses provided by the university. Also, among the challenges that they faced are time management and their students’ feelings on the subject. This study hopes to provide insights to training teachers on literature teaching.

scholarly journals O impacto da universidade pública no desenvolvimento regional sob a luz da literatura internacional / The Impact of the public university in regional development from the perspective of international literature

Redes ◽  
2016 ◽  
Vol 22 (1) ◽  
pp. 510
Author(s):  
Débora Nayar Hoff ◽  
Camila Amaral Pereira ◽  
Luis Gustavo Nascimento De Paula
Keyword(s):  
Regional Development ◽  
Analytical Model ◽  
Public University ◽  
Business Community ◽  
International Literature ◽  
The Public ◽  
The Subject ◽  
The University ◽  
The Impact ◽  
San Martín

Resumo O objetivo deste artigo é rever, a partir de seu confronto com a discussão internacional sobre o assunto, o modelo analítico proposto por Hoff, San Martin e Sopeña (2011) para a análise do impacto das universidades públicas no desenvolvimento regional. O modelo, originalmente, foi desenvolvido a partir de referências nacionais para o tema. Para tanto, utiliza-se a técnica de pesquisa bibliográfica e documental. O referencial teórico estudado demonstra que o modelo analítico estabelecido com referências nacionais mostra-se correspondente à discussão apresentada pela literatura internacional sobre o tema. Destaca-se, no entanto, que a literatura internacional apresenta enfoque direcionado às relações com o ambiente externo à universidade, principalmente com o meio empresarial, fato não tão presente na literatura nacional. Conclui-se que a literatura internacional ratifica o modelo proposto por Hoff, San Martin e Sopeña (2011). Abstract The purpose of this article is to review, from its confrontation with the international discussion, the analytical model proposed by Hoff, San Martin and Sopeña (2011) to analyze the impact of public universities in regional development. The model originally was developed from national reference to the subject. Therefore using the bibliographic and documentary research technique. The studied theoretical framework shows that the analytical model established with national references is shown corresponding to the discussion presented in the international literature on the subject. Noteworthy, however, that the present international literature focusing mainly on relations with the external environment to the university, especially with the business community, which was not so present in the national literature. We conclude that the international literature confirms the model proposed by Hoff, San Martin and Sopeña (2011).

scholarly journals University Student-Athletes’ Experiences of Facilitators and Barriers to Contribution: A Narrative Account

2016 ◽  
Author(s):  
Colin Deal ◽  
Martin Camiré
Keyword(s):  
Time Management ◽  
Student Athletes ◽  
Management Strategies ◽  
University Student ◽  
First Year ◽  
Structured Interviews ◽  
The Subject ◽  
Facilitators And Barriers ◽  
Narrative Account ◽  
First Year Student

University student-athletes’ contributions in the form of volunteering, community engagement, and civic engagement have been the subject of recent research; however, no studies have specifically examined the factors that facilitate or serve as barriers to contribution in this population. As such, the purpose of this study is to explore the facilitators and barriers relating to university student-athletes’ contributions. Individual semi-structured interviews were conducted with eight university student-athletes (two males, six females) between 18 and 21 years of age (M = 19.25) from two Canadian universities. The analysis led to the identification of two qualitatively distinct profiles regarding how facilitators and barriers to contributions were experienced: (a) the first-year student-athletes and (b) the sustained contributors. Although the participants in each profile identified teammates, coaches, and athletics department staff as facilitators to contribution, they differed in their interpretation of how these individuals facilitated contributions. First-year student-athletes were more reliant than sustained contributors on having facilitators create contribution opportunities. The profiles also differed in regards to how time constraints were overcome. First-year student-athletes utilized less complex, individual time-management strategies, while sustained contributors collaboratively made use of more advanced time-management strategies to optimize their time.

scholarly journals Empirically Supported Strategies for Encouraging Critical Thinking

2020 ◽  
Vol 9 (1) ◽  
pp. 1-18
Author(s):  
Sarah D. McCrackin
Keyword(s):  
Critical Thinking ◽  
University Education ◽  
Anecdotal Evidence ◽  
Teaching Techniques ◽  
Teaching Literature ◽  
Empirically Supported ◽  
University Level ◽  
Critical Thinking Instruction ◽  
The University ◽  
Higher Order Questioning

Critical thinking is the ability to construct and evaluate arguments (Facione, 1990). Teaching students to think critically is undeniably one of the most important goals of university education. Accordingly, much of the teaching literature provides suggestions for improving critical thinking among students. Unfortunately, many of these papers contain anecdotal evidence, relying heavily on personal testimony without the support of empirical data and statistical analysis (Abrami et al., 2008; Behar-Horenstein & Niu, 2011). These findings have important implications for instructors who try to foster critical thinking in their classrooms. The present workshop addresses this problem by discussing the following three teaching techniques which have been empirically tested and found to reliably improve critical thinking across multiple investigations: (a) the use of higher-order questioning (Barnett & Francis, 2012; Fenesi, Sana, & Kim, 2014; Renaud & Murray, 2007; Renaud & Murray, 2008; Smith, 1977; Williams, Oliver, & Stockdale, 2004); (b) peer-to-peer interaction (Abrami et al., 2008; Smith, 1997); and (c) explicit critical thinking instruction (Abrami et al., 2008; Bangert-Drowns, & Bankert, 1990; Behar-Horenstein et al., 2010; Tiruneh et al., 2016). This workshop is intended for members of all disciplines seeking to work together to develop an empirically supported framework for teaching critical thinking at the university level.

scholarly journals The Effectiveness of Summative Assessment in Work-Based Learning Practice

2015 ◽  
Vol 6 (3) ◽  
pp. 37-45
Author(s):  
Abdool Qaiyum Mohabuth
Keyword(s):  
Learning Outcomes ◽  
Classroom Environment ◽  
Mixed Method ◽  
Research Study ◽  
Summative Assessment ◽  
Mixed Method Research ◽  
Structured Interviews ◽  
Summative Assessments ◽  
Positive Experiences ◽  
The University

Summative assessment aims at providing measurement of student's understanding. It is argued that summative assessment is used for reporting and reviewing, besides providing an overall judgment of achievement. While summative assessment is a well defined process for learning that takes place in the classroom environment, its application within the Work-based Learning (WBL) practice environment is still being structured. This paper discusses the effectiveness of summative assessment in WBL practice from a mixed-method research study involving both quantitative and qualitative analysis. A survey questionnaire was designed for exploring the perceptions of mentors and students about summative assessment in WBL practice. The questionnaire was administered to the University of Mauritius students and mentors who supervised students for their WBL practice at the respective placement settings. Some students were also interviewed to capture their views and experiences about the application of summative assessment in WBL practice. Semi-structured interviews were also conducted with three experienced mentors who have assessed students on WBL practice. Findings reveal that most students had positive experiences about their summative assessments in WBL practice. They felt comfortable and confident to be assessed by their mentors in their placement settings and wished that the effort and time that they devoted to their learning be recognized and valued. Mentors also confirmed that summative assessment is a valid and reliable strategy in WBL practice, enabling them to better monitor and coach students to achieve the expected learning outcomes.

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

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

scholarly journals An Analysis of LGBTQIA+ University Students’ Perceptions about Sexual and Gender Diversity

2021 ◽  
Vol 13 (21) ◽  
pp. 11786
Author(s):  
Harold Tinoco-Giraldo ◽  
Eva María Torrecilla Sánchez ◽  
Francisco J. García-Peñalvo
Keyword(s):  
Higher Education ◽  
Quantitative Method ◽  
Gender Diversity ◽  
The United States ◽  
Public University ◽  
Sexual Diversity ◽  
School Of Medicine ◽  
The Subject ◽  
And Gender ◽  
The University

The main objective of this study was to explore the perceptions of LGBTQIA+ students regarding sexual and gender diversity in the university context by (1) identifying conceptions about a being LGBTQIA+ student in the higher education context, (2) researching perceptions of the stigma and discrimination against, and inclusion of LGBTQIA+ students and (3) to recognize discourses and scenarios identified by students in the university context regarding sexual diversity and gender diversity, distinguishing their experiences in the classroom as well as in the university, with their peers and with their professors. This research was based on a quantitative method, the sample consisted of 171 students from the School of Medicine of a public university in the United States in the state of Texas. The results showed that there is currently a greater knowledge of the subject of sexual and gender diversity and of the spaces and resources offered by the university on the subject compared to previous years, however, it is found that knowledge is still limited and that this knowledge may possibly be due to the faculty in which they study.

scholarly journals Implementing the flipped classroom methodology to the subject "Applied computing" of the chemical engineering degree at the University of Barcelona

2017 ◽  
Vol 7 (2) ◽  
pp. 119
Author(s):  
Montserrat Iborra ◽  
Eliana Ramírez ◽  
Jordi Hug Badía ◽  
Roger Bringué ◽  
Javier Tejero
Keyword(s):  
Time Management ◽  
Flipped Classroom ◽  
Chemical Engineering ◽  
Teaching Strategy ◽  
Just In Time ◽  
Engineering Degree ◽  
The Subject ◽  
The University ◽  
Self Learning ◽  
Group 1

This work is focus on implementation, development, documentation, analysis and assessment of flipped classroom methodology, by means of just in time teaching strategy, in a pilot group (1 of 6) of the subject “Applied Computing” of Chemical Engineering Undergraduate Degree of the University of Barcelona. The results show that this technique promotes self-learning, autonomy, time management as well as an increase in the effectiveness of classroom hours.

scholarly journals English teacher trainees’ changing views concerning the effective language teacher

EduLingua ◽  
2019 ◽  
Vol 5 (1) ◽  
pp. 41-56
Author(s):  
Katalin Doró ◽  
Ágnes T. Balla
Keyword(s):  
School Experiences ◽  
Student Experiences ◽  
Classroom Observations ◽  
English Teacher ◽  
Structured Interviews ◽  
Language Teacher ◽  
Teacher Trainees ◽  
Efl Teacher ◽  
Teachers Beliefs ◽  
The University

This paper reports on the reflections of a group of fourth year EFL teacher trainees on the changes they and their peers have experienced concerning their views on what constitutes an effective language teacher. The data collection from semi-structured interviews supports previous findings according to which teachers’ beliefs are continuously formed throughout their years of teacher training. Results suggest a mixture of influencing factors, including earlier school experiences, content delivered in methodology classes, their own student experiences at the university, their school visits and classroom observations and their early teaching experiences. These first-hand experiences shape both their student selves and emerging teacher selves. Trainees seem to be critical towards the negative models they see, but they also start viewing the positive examples as possible models to follow.

scholarly journals EFL LEARNERS' DIFFICULTIES IN THE STRUCTURE AND WRITTEN EXPRESSION SECTION OF TOEFL TEST IN AN INDONESIAN UNIVERSITY

2020 ◽  
Vol 7 (2) ◽  
pp. 164
Author(s):  
Saiful Akmal ◽  
Muhammad Nur Akbar Rasyid ◽  
Yuliar Masna ◽  
Cut Natasha Soraya
Keyword(s):  
Time Management ◽  
English Language ◽  
Language Education ◽  
Written Expression ◽  
Mixed Method Research ◽  
Proficiency Tests ◽  
Structured Interviews ◽  
Efl Learners ◽  
English Departments ◽  
Prediction Test

This study examined the English for Foreign Language (EFL) learners' difficult topics in the structure and written expression section of the TOEFL Prediction Test, and reasons why they consider that these topics were difficult. The mixed-method research design was used in this study. Fifteen participants were selected through purposive sampling mechanism from the seventh-semester students of Department of English Language Education, Universitas Islam Negeri Ar-Raniry who have participated in the TOEFL Prediction Test to identify the difficult topics they encountered. Then, the semi-structured interviews were conducted to six underachieving student's participants with the most recorded errors made in the test to know the reasons behind their difficulties. Findings indicated that students encountered difficulties mostly when dealing with determiners, conjunctions, adjective clauses, apposition phrases, and reduced clauses in the structure section. Meanwhile, adverb connectors, subject-verb agreement, and clause of concession, relative clause, and quantifier are the difficulties they encountered in the written expression section of the test. Thus, the findings also revealed several factors identified as the reasons behind those difficulties, namely lack of practice, grammar incompetence, vocabulary shortage, time management, and low self-confidence. Given the significant impact of this study, we suggested that the lectures and English departments should address these difficulties. It is crucial that the focus of the courses related to grammar and EFL proficiency tests be incorporated into the syllabus.

scholarly journals How to Become Experienced? The Practice of Novice Lecturer Professional Development at A Public University

2021 ◽  
Vol 20 (10) ◽  
pp. 117-132
Author(s):  
Yu Hong ◽  
Arnida Abdullah ◽  
Soaib Asimiran ◽  
Mohd Mokhtar Muhamad
Keyword(s):  
Professional Development ◽  
Classroom Management ◽  
Academic Career ◽  
Continuous Process ◽  
Public University ◽  
Structured Interviews ◽  
Technology Application ◽  
Information Technology Application ◽  
The University ◽  
Professional Confidence

Novice lecturer professional development is regarded as a continuous process that begins during pre-service lecturer training and continues throughout the academic career. It is focused on enabling and empowering lecturers by improving their professional confidence, teaching skills, and classroom management. The purpose of this paper is to explore the professional development practices of novice lecturers and to comprehend their situation and feelings about these practices at a public university in China. Using a qualitative case study, five novice lecturers were selected to participate in this study. Relevant programs and activities on professional development are analyzed. Semi-structured interviews were conducted to explore the perceptions of novice lecturers. Another data collection method was documentation. The findings indicate that the professional development practices of novice lecturers in this selected university were done by organizing lecturer teaching competitions, teaching ability training, establishing the mentorship system, information technology application ability training. Novice lecturers are generally satisfied with the implementation of these programs and activities and hope that the university could provide more opportunities to help them grow quickly.

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