scholarly journals Unveiling Pre-Service Teachers’ Attitudes Toward Teaching: The Role of Pedagogical Practicums

2016 ◽  
Vol 18 (2) ◽  
pp. 47 ◽  
Author(s):  
Yimer Andrés Morales Cortés
Keyword(s):  
Novice Teachers ◽  
Teaching Practice ◽  
Verbal Reports ◽  
Teaching Practicum ◽  
English Teaching ◽  
Positive Attitudes ◽  
Attitudes Toward Teaching ◽  
Teachers Attitudes

<p>This article reports a research developed at Universidad Pedagógica y Tecnológica de Colombia with a group of pre-service teachers that was immersed in an English teaching practicum. The main purpose of this inquiry was to find out the role that practicum exerted on novice teachers’ attitudes towards teaching. Data were collected through interviews, questionnaires, verbal reports, and artifacts. The results evidenced the English practicum provided the teachers being trained opportunities to consider what teaching entails. Thus, the participants were able to reflect, develop awareness, positive attitudes, and satisfaction towards their teaching practice.</p>

scholarly journals Teachers’ Perspectives of the use of CLT in ELT Classrooms: A Case of Soran District of Northern Iraq

2017 ◽  
Author(s):  
Arab World English Journal ◽  
Serwan Husein Taha SHERWANI ◽  
Mehmet KILIÇ
Keyword(s):  
Communicative Language Teaching ◽  
Second Phase ◽  
Structured Interviews ◽  
Northern Iraq ◽  
Positive Attitudes ◽  
Teacher Factors ◽  
Efl Teachers ◽  
Teachers Attitudes ◽  
Teachers Perspectives

This mixed-method study aims at exploring Iraqi English as a Foreign Language (EFL) teachers’ attitudes towards Communicative Language Teaching (CLT). The study was conducted in Soran town, in the northern part of Iraq. The participants of the study were 58 EFL teachers from secondary and high school classrooms. In the first phase, a five-point Likert-scale questionnaire was administered (Karavas-Doukas, 1996) to examine the participants’ attitudes towards CLT principles: “place/importance of grammar, group/pair work, quality and quantity of error correction, the role of the teacher in the classroom, the role and contribution of learners in the learning process.” The second phase of the study was qualitative and consisted of semi-structured interviews to examine the reasons behind the implementation of CLT in terms of the factors that hinder and encourage the implementation of CLT in the Iraqi setting. The results of the quantitative analysis revealed that the teachers held overall positive attitudes towards the use of CLT. The findings of the interview phase concluded that the main factors that cause the failure and success of the implementation of CLT in Iraq can be categorized under four headings: educational factors, teacher factors, student factors, and CLT factors. The results of the study suggest that the educational system and the teachers’ communicative competence are essential to promote the employment of CLT in Iraqi EFL classrooms.

scholarly journals Newly Qualified Female Teachers’ Perception of Teaching Practicum as a Component of Initial Teacher Education in South Africa

2021 ◽  
Vol 10 (1) ◽  
pp. 38-69
Author(s):  
Charmaine Helena Iwu
Keyword(s):  
Teacher Education ◽  
Novice Teachers ◽  
Prospective Teachers ◽  
Teaching Practice ◽  
Teaching Profession ◽  
Initial Teacher Education ◽  
Pass Rates ◽  
Structured Interviews ◽  
Teaching Practicum ◽  
Female Teachers

This study was undertaken with the aim of understanding how newly qualified female teachers perceive teaching practicum in the South African context. Teaching Practicum is a vital component of the initial teacher education (ITE) programme because it enriches future teachers’ knowledge, skills and abilities towards a lifelong career in the teaching profession. Teachers make valuable contributions to the growth of any nation as they help produce future leaders. It is therefore necessary to have a competent teaching workforce to improve pass rates as well as reduce dropout rates among learners. The study took the qualitative deductive premise making use of semi-structured interviews to collect data from more than 30 novice teachers. Key words, which helped in the identification of themes, were distilled from the responses. A core overall finding of the study point to a mix of experiences - benefits and shortcomings - which not only affect the development of prospective teachers but also have profound implications for both policy enhancement and implementation. Regarding policy enhancement and implementation, it is suggested that universities and schools where novice teachers are posted for teaching practice should have good relations for support advancements. In this case, it is advised that the novice teachers should be exposed to critical mentoring opportunities to allow for clearer understanding of the real classroom scope. This study believes that for this to be fruitful, schools should among others be well-equipped. Suggestions for further research are also flagged. .   

scholarly journals English Teachers’ Perspectives on Using Music in English Language Teaching in Thai Secondary Schools

2021 ◽  
Vol 11 (2) ◽  
pp. 145
Author(s):  
Xiaowei Xi
Keyword(s):  
Secondary Schools ◽  
English Language ◽  
English Teachers ◽  
English Language Teaching ◽  
Future Research ◽  
Attitudes And Beliefs ◽  
English Teaching ◽  
Positive Attitudes ◽  
Teachers Attitudes ◽  
Teachers Perspectives

The present study aimed to 1) investigate English teachers’ perspectives on using music in English teaching in Thai secondary schools; and 2) explore the problems teachers met while using music to teach English in Thai secondary schools. Participants in the present study were 55 English teachers from different secondary schools in central Bangkok, Thailand. The instrument for the current study was a questionnaire which included 24 Likert-scale items about teachers’ perspectives involving the attitudes, beliefs, intentions and problems of using music in English teaching, and one open-ended question asking about the problems teachers met while using music in their English teaching. Results from the quantitative data of the current study revealed the significantly positive attitudes and beliefs of the English teachers in Thai secondary schools on using music in English teaching, however, the results of open-ended question mismatched with the teachers’ attitudes and beliefs, which indicated that teachers actually did not use music in their English teaching frequently. The reasons and recommendations for future research have been discussed.

The Role of Using iPad Technology in Enhancing Students' Motivation toward Learning the English Language

2021 ◽  
pp. 89-98
Author(s):  
Ayat Tarazi ◽  
Susan Arafat
Keyword(s):  
English Language ◽  
Total Degree ◽  
Educational Tool ◽  
Ministry Of Education ◽  
English Classes ◽  
Positive Attitudes ◽  
Student’S Performance ◽  
Teachers Attitudes ◽  
Learning English

This study aimed to find out the role of the iPad in enhancing students' motivation towards learning the English Language. The findings of the study showed that there were improvements in the level of student's performance during English classes. It also showed that there were positive attitudes towards using iPad in learning English from the parents' perspectives. The results also showed that the total degree of teachers’ attitudes towards the use of iPad in motivating students towards learning the English language is dramatically increasing. Based on these results, the researchers recommended the Ministry of Education, and teachers of English to adopt the iPad as an educational tool in their teaching.

scholarly journals DEVELOPING A TEACHER EDUCATION PROGRAMME TO PROMOTE SCIENTIFIC LITERACY IMPROVING A POSITIVE ATTITUDE ABOUT SCIENCE

2014 ◽  
Vol 60 (1) ◽  
pp. 134-155
Author(s):  
J. Alexandre Pinto ◽  
J. Bernardino Lopes ◽  
António Alberto Silva ◽  
Carla A. Santos
Keyword(s):  
Teacher Education ◽  
Scientific Literacy ◽  
Teaching Practice ◽  
Teacher Education Program ◽  
Education Programme ◽  
Daily Routine ◽  
Longitudinal Case Study ◽  
Epistemic Practices ◽  
Positive Attitudes ◽  
Teachers Attitudes

Usually elementary teacher education has pitfalls in developing important dimensions of scientific literacy (SL) through science teaching. So, to refine some Teacher Education Program (TEP) characteristics is important to potentiate their positive attitudes towards links amongst science technology and society themes (STS) so that they may improve their students’ SL. This study aims at identifying characteristics of a TEP that promote teachers’ key attitudes about STS and develop dimensions of teaching practice transferral to teachers’ practices to foster their students’ SL. It reports a longitudinal case study (3 years) to refine characteristics of a TEP, answering the questions: a) what features should a TEP have, to improve consistently positive attitudes of teachers about STS?, (b) which gains in teachers' attitudes towards the STS were obtained from the implementation of TEP? The TEP incorporated, progressively, findings based on literature and other characteristics resulting from improvements, namely: (a) exploring contexts and using materials and equipment from daily routine; (b) developing epistemic practices related with experimental work in open challenge activities; (c) transferable teacher mediation traits. The TEP, with the referred characteristics, allowed teacher to develop important attitudes about: scientific inquiry, willingness to engage in issues related to science and science as a social enterprise. Key words: teacher education, teachers STS attitudes, scientific literacy.

scholarly journals The Construction of College English Teaching Model Based on PAD Class

2020 ◽  
Vol 13 (2) ◽  
pp. 28
Author(s):  
Junfang Xu
Keyword(s):  
Teaching And Learning ◽  
Teaching Practice ◽  
Reading Program ◽  
Teaching Mode ◽  
College English ◽  
English Teaching ◽  
Learning Procedure ◽  
Literature Circle ◽  
Core Literacy

PAD (Presentation-Assimilation-Discussion) is a new teaching mode put forward by Professor Zhang Xuexin of Fudan University, which has attracted the attention of academic circles in recent years and has been widely used in teaching practice in China. After personal practice in college English courses, the author believes that in order to optimize the teaching and learning effect, we need to combine this model with the &ldquo;literature circle&rdquo; in reading program and attach great importance to the pivotal role of peer support in the learning procedure. Only in this way can we really achieve the goal of cultivating talents with core literacy. The current study focuses on the implementation of college English teaching practice based on the PAD class and its effect compared with traditional teacher-centered classroom teaching.

scholarly journals Stavovi nastavnika o inkluzivnom odgoju i obrazovanju

2019 ◽  
Vol 13 (1) ◽  
pp. 92-104
Author(s):  
Matilda Karamatić-Brčić ◽  
Tea Viljac
Keyword(s):  
Inclusive Education ◽  
Teaching And Learning ◽  
Educational Institutions ◽  
Education Policies ◽  
Inclusion Process ◽  
Positive Attitudes ◽  
Role Of Teachers ◽  
Teachers Attitudes

The concept of inclusive education puts all educational institutions in front of new tasks in which the role of teachers and other important educator’s changes in line with the demands of education policies. Attitudes determine people's behavior and they are formed on the basis of different factors. In the context of inclusive education, the positive attitudes of teachers and other educators towards implementation and providing inclusive education is a key prerequisite for a successful inclusion process at the level of school practice. The aim of this paper is to present teachers' attitudes towards the inclusion process in elementary schools. The results of this research have highlighted the importance and role of teachers at the level of teaching in the inclusion process. The results also represent some other important areas in which teachers can contribute to raise the quality of the inclusion process in all its dimensions. Within the educational system and the pedagogical sense of meaning, reducing the differences in everyday practice means accepting differences among students as an incent in the process of teaching and learning, and not as an obstacle.

scholarly journals An In-depth Analysis of Peers and Mentors’ Feedback during Teaching Practicum

2019 ◽  
Vol IV (III) ◽  
pp. 241-249
Author(s):  
Tahira Kalsoom ◽  
Fakhra Aziz ◽  
Sadaf Jabeen
Keyword(s):  
Professional Development ◽  
Prospective Teachers ◽  
Public Universities ◽  
Teaching Practice ◽  
Training Programs ◽  
Teaching Practicum ◽  
Effective Feedback ◽  
Depth Analysis ◽  
Lahore City

It is very essential to provide quality and effective feedback to the prospective teachers during practicum to provide information about their teaching strengths and weaknesses. Provision of feedback helps them to remove their mistakes and improve their teaching practice. The aim of this study was to examine the role of peer’s and mentor’s feedback on the performance of prospective teachers during practicum. 6 prospective teachers and 3 mentors were interviewed by the researcher. The whole data was collected from 3 public universities of Lahore city. Findings of this study revealed that peer’s and mentor’s feedback plays an important role in their learning and professional development during practicum. This study suggests that universities should conduct some training programs, seminar and workshops for prospective teachers and their mentors to provide awareness about the role of peer’s and mentor’s.

Language Use and Sustainable Development: Opportunities and Challenges for Policy-Makers and Educators in Northeast Vietnamese Areas

2018 ◽  
Vol 2 (2) ◽  
pp. 122-130
Author(s):  
Ha Ngan Ngo ◽  
Maya Khemlani David
Keyword(s):  
Ethnic Groups ◽  
Language Use ◽  
Mother Tongue ◽  
Language Shift ◽  
Minority Languages ◽  
Policy Makers ◽  
Positive Attitudes ◽  
The Status ◽  
Wedding Songs

Vietnam represents a country with 54 ethnic groups; however, the majority (88%) of the population are of Vietnamese heritage. Some of the other ethnic groups such as Tay, Thai, Muong, Hoa, Khmer, and Nung have a population of around 1 million each, while the Brau, Roman, and Odu consist only of a hundred people each. Living in northern Vietnam, close to the Chinese border (see Figure 1), the Tay people speak a language of the    Central    Tai language group called Though, T'o, Tai Tho, Ngan, Phen, Thu Lao, or Pa Di. Tay remains one of 10 ethnic languages used by 1 million speakers (Buoi, 2003). The Tày ethnic group has a rich culture of wedding songs, poems, dance, and music and celebrate various festivals. Wet rice cultivation, canal digging and grain threshing on wooden racks are part of the Tày traditions. Their villages situated near the foothills often bear the names of nearby mountains, rivers, or fields. This study discusses the status and role of the Tày language in Northeast Vietnam. It discusses factors, which have affected the habitual use of the Tay language, the connection between language shift and development and provides a model for the sustainability and promotion of minority languages. It remains fundamentally imperative to strengthen and to foster positive attitudes of the community towards the Tày language. Tày’s young people must be enlightened to the reality their Tày non-usage could render their mother tongue defunct, which means their history stands to be lost.

scholarly journals The Role of Flexibility in the Realization of Inclusive Education

2021 ◽  
Vol 13 (8) ◽  
pp. 4452
Author(s):  
Laura Lübke ◽  
Martin Pinquart ◽  
Malte Schwinger
Keyword(s):  
Social Skills ◽  
Inclusive Education ◽  
Learning Difficulties ◽  
Social Benefits ◽  
Direct Effects ◽  
Behavioral Disturbances ◽  
Teachers Attitudes ◽  
And Behavior ◽  
Mainstream Students

This study focused on associations between teachers’ flexibility and their use of evidence-based strategies in inclusive education in a sample of N = 119 teachers. Flexibility showed direct effects on teachers’ attitudes towards the achievement of mainstream students and students with learning difficulties, attitudes towards social benefits of inclusion for students with emotional and behavioral disturbances, and on teachers’ self-efficacy regarding the support of students’ social skills. Furthermore, indirect effects of flexibility on intentions and behavior regarding the support of social skills were found. The findings emphasize the importance of teachers’ flexibility in the realization of inclusive education.

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