An Evaluation of the preservice English teacher education in a university in China: Pros and cons from an insider’s journey of learning

Abstract The theme of the paper is to reveal how well-prepared pre-service teachers think they are. It aims at reviewing the 2010, 2011, 2012, 2013 cohorts studying for a BA in TEFL at a university by examining the impact and the effectiveness of four- -year pre-service English education in a Chinese university context, and what needs to be improved and maintained from the perspective of trainees. Questionnaires were used, followed by semi-structured interviews. The questionnaires were completed by 300 participants, 200 of whom were then randomly chosen as interviewees. Despite finding some inconsistency in the four-year BA TEFL program, the result obtained from investigation of the cohort of student teachers is still satisfying.

Download Full-text

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

Download Full-text

Inducting students-educators into the relevant communicative approach in teaching English : a case of University of Limpopo English education students

Journal of African Education ◽

10.31920/2633-2930/2020/s1n3a2 ◽

2020 ◽

Vol 1 (3) ◽

pp. 27-40

Author(s):

Tsebe Wilfred Molotja ◽

Keyword(s):

Student Teachers ◽

English Education ◽

Communicative Competence ◽

Current Approach ◽

Teaching English ◽

Structured Interviews ◽

Education Students ◽

Bachelor Of Education ◽

Communicative Approach ◽

The Impact

The purpose of this study was to induct students' educators into the relevant communicative approach in teaching English in High schools and to find out about the impact of the method of teaching module on the practicum of completing students (English First Additional). The study adopted a qualitative explorative approach, and semi structured interviews were conducted on the purposefully sampled 50 Bachelor of Education students registered for Method of English module level 4. Students were requested to demonstrate their understanding of the current approach by designing activities which would best develop their learners’ communicative competence. Students’ lessons designed were presented during lecture interactions. The findings of the study were that students demonstrated a good understanding, relevance and application of the communicative approach in the teaching of English First Additional language. The study further recommends that for the students to be effective in curriculum delivery at schools, especially inn teaching English as First Additional language, student teachers should have ample time in practising the implementation of the application of CLT during their lectures.

Download Full-text

What does it mean to be an English teacher in Brazil? Student teachers’ beliefs through narratives in a distance education programme

Applied Linguistics Review ◽

10.1515/applirev-2017-0002 ◽

2018 ◽

Vol 9 (2-3) ◽

pp. 273-305 ◽

Cited By ~ 4

Author(s):

Fernanda Costa Ribas ◽

Cristiane Manzan Perine

Keyword(s):

Teacher Education ◽

Student Teachers ◽

Teaching And Learning ◽

English Language ◽

Education Programme ◽

English Teacher ◽

Discussion Forums ◽

Visual Narratives ◽

British Council ◽

The Impact

AbstractThis paper aims to investigate the beliefs of student teachers on a distance teacher education course about being an English teacher in Brazil. The theoretical framework of this paper is based on studies about beliefs in language teaching and learning (Barcelos and Kalaja 2011. Introduction to beliefs about SLA revisited. System 39(3). 281–289), and distant teacher education (Borg et al. 2014. The impact of teacher education on pre-service primary English language teachers. London: British Council). Data were collected in a supervised teaching practicum course in an English Language and Literature Distance Programme provided by a federal public university in Brazil. The data stem from visual narratives and meta-narratives posted on two online discussion forums. It is expected that the results of this study will contribute to advancing research on the use of visual materials in the investigation of beliefs, and that they will foster the debate on the contributions of visual narratives to teachers’ reflections, particularly in distance teacher education settings.

Download Full-text

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

Download Full-text

Liminal States of Disorienting Dilemmas: Two Case Studies of English Teacher Candidates

Journal of Transformative Education ◽

10.1177/1541344620909444 ◽

2020 ◽

Vol 18 (3) ◽

pp. 231-250

Author(s):

Matthew L. McConn ◽

Donna Geetter

Keyword(s):

Teacher Education ◽

Student Teachers ◽

Case Studies ◽

Student Teaching ◽

Teacher Candidates ◽

Teacher Education Programs ◽

English Teacher ◽

Education Programs ◽

Theoretical Frameworks ◽

Beliefs About Teaching

Research has shown that progressive methods taught in teacher education programs have little impact on traditional approaches teacher candidates encounter during their internship semester. To understand how to better address this disconnect with regard to preparing teacher candidates, the study reported here used instrumental case studies to examine two secondary English teacher candidates’ beliefs about teaching literature before, during, and after their student teaching semester. Through theoretical frameworks on learning processes, the researchers discovered discrepancies within the student teachers’ stated beliefs, lesson plans, videos of teaching, and their responses to interview questions. These discrepancies reveal both unexamined assumptions and a state of liminality, reflecting the process of transformation in their learning. The researchers suggest that education programs look at potential implications that are inherent in a state of liminality with regard to pedagogical content knowledge to better prepare teacher candidates for their experience in teacher education programs.

Download Full-text

Compassion-based mindfulness training in teacher education: The impact on student teachers at a South African university

South African Journal of Higher Education ◽

10.20853/34-1-2525 ◽

2020 ◽

Vol 34 (1) ◽

Author(s):

L.J Draper-Clarke

Keyword(s):

Teacher Education ◽

Student Teachers ◽

South African ◽

Mindfulness Training ◽

The Impact

Download Full-text

English K-12 Teacher Experiences in Saudi Arabia in the Pandemic Era: A Follow-up Study of One Khbrat University Program

Arab World English Journal ◽

10.24093/awej/covid.1 ◽

2021 ◽

pp. 3-20

Author(s):

Ahlam Daraghmeh ◽

Hilary Mead ◽

Kathleen Copeland

Keyword(s):

Professional Development ◽

Saudi Arabia ◽

English Education ◽

Research Question ◽

Development Program ◽

Integrated Analysis ◽

English Teacher ◽

Teacher Experiences ◽

K 12 ◽

The Impact

A mixed-methods study examines the impact of the pandemic-driven move to virtual learning on K-12 (kindergarten through twelfth grade) English teacher experiences in Saudi Arabia to inform future development of the teaching of English in the country. Research is limited in K-12 English instruction in the country, and it is just emerging on the pandemic’s impact on education in the MENA region. The 35 subjects were English educators who completed the Saudi government-sponsored professional development program, Khbrat, at one U.S. university. Contextualized within the literature on technology in instruction, leadership frameworks, and Vision 2030 education reforms, the study explores the convergence of technological, institutional, and socio-cultural factors affecting innovation in English education to address the research question of how the pandemic has impacted Khbrat graduates as EFL teachers and as change agents in their country. Integrated analysis of survey and interview data reveals patterns of both acceleration and constraint. Findings suggest pathways to leverage virtual technology and acquired knowledge and skills of Khbrat English teacher graduates to deliver EFL professional development with a more pedagogical focus and to build coalitions among EFL educators to sustain the forward movement of innovation in English education in post-pandemic Saudi Arabia. The study concludes with recommendations for future applications.

Download Full-text

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.

Download Full-text

“If you don’t improve, what’s the point?” Investigating the impact of a “flipped” online exchange in teacher education

ReCALL ◽

10.1017/s0958344019000107 ◽

2019 ◽

Vol 32 (1) ◽

pp. 4-24 ◽

Cited By ~ 3

Author(s):

Melinda Dooly ◽

Randall Sadler

Keyword(s):

Teacher Education ◽

Language Learning ◽

Student Teachers ◽

Flipped Classroom ◽

Theory And Practice ◽

Future Teachers ◽

Language Teacher Education ◽

Language Teacher ◽

The Usa ◽

The Impact

AbstractThis article presents a pedagogical design for teacher education that combines flipped materials, in-class instruction, and telecollaboration (also known as virtual exchange) for foreign language teacher education. The context of this study is a course on technology and language learning for future teachers in which the flipped classroom concept was applied to technology-infused collaborative teacher training between future ESL/EFL instructors located at two partner universities (one in the USA, one in Europe). The three main teaching approaches (flipped materials, in class, and telecollaborative, or “FIT”) were symbiotic in that each structure reinforced the other through reception, discussion, and reflection as a means to help the student teachers bridge the gap between theory and practice. We apply classroom ethnographic discourse analysis to data sources (face-to-face and online discussion groups, student e-portfolios) to look at uptake of ideas, conceptual understanding, and successful transfer of new knowledge, and thereby identify whether the design provides significant learning opportunities for the future teachers. Although most studies of telecollaboration in language teacher education look principally at output, this approach allows an in-depth look at the learning process as knowledge is developed collaboratively between the participants.

Download Full-text

Weblogs as Tools for Encouraging Self-Reflection and Peer Feedback among Student Teachers

English Language and Literature Studies ◽

10.5539/ells.v6n2p15 ◽

2016 ◽

Vol 6 (2) ◽

pp. 15

Author(s):

Sarah A. AL-Ajmi

Keyword(s):

Teacher Education ◽

Student Teachers ◽

Teaching Practices ◽

Peer Feedback ◽

Teacher Education Programs ◽

Structured Interviews ◽

Education Programs ◽

Kuwait University ◽

Self Reflection ◽

Study Results

A weblog is one of the most effective tools among the latest inventions that enhance student teachers’ learning and practice. With technology becoming crucial for both personal and professional developments, this study focused on the effectiveness of using reflective weblogs in teacher education programs. In this regard, the research investigated the level to which weblogs successfully promote self-reflection and yield peer feedback among student teachers. Furthermore, it explored student teachers’ perceptions regarding the use of weblogs as tools for self-reflection and peer feedback.A case study of seven EFL student teachers taking a practicum course at Kuwait University was analyzed in this paper. The study was conducted in the English Curricula and Teaching Methods Department in the College of Education during the first semester of the 2013/2014 academic year. During the 4-week application period, participants were requested to reflect on their teaching practices and provide feedback on their peers’ posts. The data were collected through different qualitative methods such as semi-structured interviews and content analysis.The findings of the study suggest that the use of the practicum blog is considered to be effective in facilitating student teachers’ ability to reflect upon their teaching practices and provide comments on their peers during the practicum course. Most participants agree on the usefulness of using weblogs in teacher education programs. Overall, the study results show that student teachers find the weblog as an effective tool for writing reflections, sharing ideas, providing feedbacks, and increasing proficiency levels. The results of the study provide the rationale for using weblogs in student teacher education programs.

Download Full-text