scholarly journals Bridging the Gaps between Teacher Educators’ and Student Teachers’ Perceptions about the Attributes of Effective Teacher Educators

2021 ◽  
Vol 14 (1) ◽  
pp. 1-24
Author(s):  
Sayit Abdul Karim
Keyword(s):  
Teacher Perceptions ◽  
Student Teachers ◽  
Statistical Difference ◽  
Teacher Educators ◽  
Survey Design ◽  
Effective Teacher ◽  
Teachers Perceptions ◽  
Significant Statistical Difference ◽  
Efl Teacher ◽  
Affective Skills

The present study attempts to investigate effective EFL teacher educators from the perspectives of student teachers and teacher educators. A survey design was employed to examine student teachers' and teacher educators' perceptions of the attributes of effective EFL teacher educators. Furthermore, an adapted questionnaire was administered online to 408 participants (334 student teachers, and 74 teacher educators) to obtain data about effective EFL teacher educators using four categories of attributes of effective teacher educators, namely subject matter knowledge (SMK), pedagogical knowledge (PK), organization and communication skills (OCS), and socio-affective skills (SAS). Descriptive statistical analyses were conducted for the measurement of central tendency. The findings revealed the student teachers and teacher educators have different perceptions of how they perceived effective EFL teacher educators. There was a significant statistical difference between student teachers' and teacher educators' perceptions of the three categories of attributes, namely SMK, PK, and OCS. Meanwhile, there was no significant statistical difference between student teachers' and teacher educators' perceptions of SAS. The results of the present study may serve several pedagogical implications in the program of teacher education. Keywords: EFL student teachers, teacher Educators, effective teacher, perceptions

scholarly journals TEACHERS’ PERCEPTIONS AND PRACTICES OF ASSESSMENT RUBRICS IN ASSESSING STUDENTS’ LEARNING AT HIGHER EDUCATION LEVEL

2019 ◽  
Vol 1 ◽  
pp. 35-43
Author(s):  
Ghulam Abbas ◽  
◽  
Sadruddin Bahadur Qutoshi ◽  
Dil Angaiz ◽  
◽  
...  
Keyword(s):  
Higher Education ◽  
Student Teachers ◽  
Learning Outcomes ◽  
Prospective Teachers ◽  
Teaching And Learning ◽  
Teacher Educators ◽  
Assessment Process ◽  
Structured Interviews ◽  
Teachers Perceptions ◽  
Gilgit Baltistan

This study aims to explore teachers’ perceptions and practices of the use of rubrics in assessing students’ learning in the context of higher education institutions in Gilgit-Baltistan. A case study method of inquiry within a qualitative paradigm was adopted to collect the relevant data through semi-structured interviews from three purposefully selected teacher-educators (instructors) and six student-teachers (prospective teachers) of semester III and IV from one of the colleges of education. The data were analyzed through thematic analysis and following themes were emerged: (1) the importance of assessment rubrics in teaching and learning processes, (2) effectiveness of rubrics in assessing teaching and learning, (3) coconstruction of assessment rubrics by student-teachers and teacher-educators, and (4) the challenges for student-teachers and teacher-educators in developing and using of assessment rubrics. From the discussion on the emerging themes, it is concluded that (a) use of assessment rubrics makes assessment process more meaningful to both teacher-educators and students-teachers; and (b) use of rubrics makes student-teachers and teacher-educators more focused on their purpose of teaching and learning outcomes. It is recommended that teacher-educators in teacher training institutions should use rubrics to assess prospective-teachers so that they, after completing their degree programs, would use similar techniques in their respective schools to assess their students’ learning outcomes effectively. Keywords: Assessment, Assessment Rubrics, Rubric Design, Teaching and Learning.

scholarly journals "And My Screen Wouldn't Share": Student-Teachers' Perceptions of ICT in Online Teaching Practice and Online Teaching

2021 ◽  
Vol 26 (3) ◽  
pp. 513-529
Author(s):  
Nicola Fořtová ◽  
Jitka Sedláčková ◽  
František Tůma
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Technology Use ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Teacher Educators ◽  
Teaching Practice ◽  
Online Courses ◽  
Teachers Perceptions ◽  
The Face

The sudden switch to online teaching enforced by the covid-19 pandemic has impacted teacher education at universities, particularly micro-teachings and teaching practice, as technology has become an inherent part of these processes. The growing body of literature on online teaching and teacher education during lockdown conditions mainly addresses challenges in teacher education and educator perceptions. However, very few studies deal with the perceptions of student- teachers. To fill this gap, a group of teacher educators conducted a research study with 63 students enrolled in a master’s Degree in Teaching efl for Secondary Schools offered at Masaryk University, Czechia. To carry it out, qualitative coding procedures were employed on a dataset of 120 lesson reflections written by students completing their teaching practice via online courses which were ordinarily conducted in person. The purpose was to find out how student-teachers perceived technology use when teaching online. The main findings show that, despite constant comparison between the face-to-face and online classrooms and an initial reliance on the success of technology to determine a lesson’s success, the majority of student-teachers normalized technology as a platform for teaching, using technology-specific language for teaching strategies and classroom events. These findings suggest that online teaching and learning should be seen as an integral part of teacher education.

scholarly journals A Qualitative Investigation of Pre-Service English as a Foreign Language (EFL) Teacher Opinions

2015 ◽  
Author(s):  
Leyla Tercanlioglu
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Teacher Educators ◽  
Teaching Strategy ◽  
English Teacher ◽  
Education Students ◽  
Education Experience ◽  
Efl Teacher ◽  
Teacher Education Department ◽  
Group Interviews

Pre-service English teacher education students’ perceptions of their education experience provide greater insight into developing an effective teaching strategy in English teacher education. The objectives for the study were: (1) to identify issues of interest or concern to the department and (2) to determine satisfaction levels concerning departmental issues. Data were drawn from focus group interviews involving 5 student- teachers in each of 5 groups. The findings showed that the English teacher education department students thought that the department was not fulfilling many of its purposes, although there were some strengths. Identifying what students think can help to open English teacher educators’ eyes and minds to the realities of the English teacher education both locally and globally.

scholarly journals "And My Screen Wouldn't Share": Student-Teachers' Perceptions of ICT in Online Teaching Practice and Online Teaching

2021 ◽  
Vol 26 (3) ◽  
pp. 513-529
Author(s):  
Nicola Fořtová ◽  
Jitka Sedláčková ◽  
František Tůma
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Technology Use ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Teacher Educators ◽  
Teaching Practice ◽  
Online Courses ◽  
Teachers Perceptions ◽  
The Face

The sudden switch to online teaching enforced by the covid-19 pandemic has impacted teacher education at universities, particularly micro-teachings and teaching practice, as technology has become an inherent part of these processes. The growing body of literature on online teaching and teacher education during lockdown conditions mainly addresses challenges in teacher education and educator perceptions. However, very few studies deal with the perceptions of student- teachers. To fill this gap, a group of teacher educators conducted a research study with 63 students enrolled in a master’s Degree in Teaching efl for Secondary Schools offered at Masaryk University, Czechia. To carry it out, qualitative coding procedures were employed on a dataset of 120 lesson reflections written by students completing their teaching practice via online courses which were ordinarily conducted in person. The purpose was to find out how student-teachers perceived technology use when teaching online. The main findings show that, despite constant comparison between the face-to-face and online classrooms and an initial reliance on the success of technology to determine a lesson’s success, the majority of student-teachers normalized technology as a platform for teaching, using technology-specific language for teaching strategies and classroom events. These findings suggest that online teaching and learning should be seen as an integral part of teacher education.

scholarly journals Enhancing Pre-Service EFL Teachers’ Teaching Skill through Teacher Training: A Case Study of a University in Thailand

2021 ◽  
Vol 12 (3) ◽  
pp. 1
Author(s):  
Anamai Damnet
Keyword(s):  
Teacher Training ◽  
Training Program ◽  
Student Teachers ◽  
Teaching Practice ◽  
Vital Role ◽  
Management Program ◽  
Teachers Perceptions ◽  
Training Course ◽  
Efl Teacher ◽  
Efl Teachers

EFL teacher training for pre-service teachers plays a vital role in second language teacher education (SLTE). In Thailand, pre-service EFL teacher training benefits in helping student-teachers gain confidence before going to their practicum. This study investigates the effects of the pre-service EFL teacher training in a university in Thailand. The pre-service teachers’ perceptions towards the EFL training were also examined. Participants were 30 pre-service teachers currently studying in English Learning Management Program in the university at the research site. Research method applied training program evaluation (Owen & Rogers, 1999), and a 24-hour EFL training program was implemented. An experienced trainer in EFL was invited to provide the EFL training during the whole training course. Data collection gained was from: 1) an evaluation form, 2) a questionnaire, and 3) a student reflection sheet. Data analysis employed percentage, means, and S.D. for quantitative whereas grounded theory (Strauss & Corbin, 1999) was applied for qualitative data. Three major findings revealed that: 1) the effects of the pre-service EFL teacher training was very high; 2) the participants showed changes in all areas of EFL knowledge and experience provided after the training; and 3) the participants viewed five factors which included training contents, knowledge and experience, training activities, training process, and the trainer that affected the training. However, the findings indicated that the critical problem of the study was time limitation of the training course. This study has shed light on the significant role of EFL training for pre-service EFL teachers before their practicum as the findings showed positive change in their motivation and attitude for their teaching practice.

Teachers' Perceptions of the Ugandan Secondary School Islamic Religious Education Syllabi

2018 ◽  
Vol 1 (1) ◽  
pp. 9-25
Author(s):  
Maimuna Aminah Nimulola
Keyword(s):  
Secondary School ◽  
Religious Education ◽  
Teacher Educators ◽  
Survey Design ◽  
Arabic Language ◽  
Cluster Sampling ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Teachers Perceptions ◽  
Affective Components

This study explored teachers' perceptions of the appropriateness of the Islamic Religious Education (IRE) secondary school syllabi and the challenges therein. A combination of stratified and cluster sampling techniques were used to select 234 IRE teachers from 124 secondary schools in Uganda. A cross-sectional survey design was used and data was collected using closed- and open-ended questionnaire. Data was analysed by descriptive statistics and interpreted using Benjamin Bloom's taxonomy of educational objectives. Findings indicate that: teachers enjoyed teaching low level and practical topics and found difficulties teaching abstract, philosophical and computational-based ones; the affective components of the IRE syllabi were not being appropriately addressed; teachers' limited competency in Arabic Language was an obstacle in handling of technical topics; and that the IRE syllabi were quite broad compared to the time allocated to their implementation. The implications to teacher educators is that more skills in Arabic Language and practice in handling particular topics should be given to pre- and in-service teachers. The IRE syllabi should be revised to accommodate contemporary issues.

scholarly journals A Study on Possible Selves of Turkish Pre-Service EFL Teachers

2017 ◽  
Author(s):  
Arab World English Journal ◽  
M. Pınar Babanoğlu
Keyword(s):  
Student Teachers ◽  
Teacher Identity ◽  
Teacher Candidates ◽  
Possible Selves ◽  
New Teacher ◽  
Teaching Profession ◽  
Female Teacher ◽  
Effective Teacher ◽  
Efl Teacher ◽  
Efl Teachers

There is no doubt that teaching profession requires passing through a long and challenging path where student teachers/teacher candidates undergo a variety of processes, phases and transformations. Beauchamp and Thomas (2009) point out that examining new teacher identity can be considered as an important step to develop more effective teacher training programmes and identity development of a teacher is related to understanding the notion of ‘self’. This study investigates the possible selves of pre-service EFL teachers in relation to the concept of developing new teacher identity. Aim of the study is to measure possible selves of new teachers that they expect to become and/or fear becoming in the near feature. In order to achieve this goal, ‘New Teacher Possible Selves Questionnaire’ (Hamman, Wang & Burley, 2013; Dalioğlu & Adıgüzel, 2015) was used to measure EFL teacher candidates’ expected and feared teacher possible-selves. A six-point Likert type scale of questionnaire on possible selves was applied to 149 pre-service EFL teachers from two universities. Results indicate that EFL teacher candidates have positive expectations and no certain fears for their first year of teaching, especially female teacher candidates who have higher scores than males in terms of expected possible-selves.

scholarly journals Teacher Power and Gender in the Classroom Discourse of EFL Teacher Educators: Insights from a case study

2021 ◽  
pp. 54-78
Author(s):  
Reda Elmabruk ◽  
Nesrin Etarhuni
Keyword(s):  
Student Teachers ◽  
Classroom Discourse ◽  
Teacher Educators ◽  
Social Power ◽  
Affective Learning ◽  
Well Being ◽  
Free Atmosphere ◽  
Efl Teacher ◽  
Teacher Power

How Teacher Power (TP) is exerted impacts affective learning and class participation. This mixed-method case-study research explores TP and the role of gender in a Libyan EFL Teacher Education context. Classroom discourse is analysed to determine the scale of Teacher Power Strategies (TPS) manipulated by both male and female educators with respect to Pro-social Teacher Power (PTP) and Anti-social Teacher Power (ATP). Six teacher educators (three males and three females) have been observed over 18 lectures involving 47 second-semester students. How the student teachers perceive and react to TP is explored through focus group interviews. The findings reveal interesting gender differences in the application of anti and pro-social power; the males’ TP ratio (2.3:1) is much greater than the females’ (1.5:1) who display far less ATP, e.g. command power, with zero criticism and zero coercion; PTP is distinguished by politeness and compliment; “command softening”, mitigated power and lowered anxiety. The students tolerate teachers’ command, interruption, questioning for pedagogic reasons; cases of unwarranted coercion and unconstructive criticism are met with silent protest. In conclusion, a balance of power is deemed essential in fostering students’ well-being, promoting a relaxed stress-free atmosphere, and facilitating active student participation.

Teachers’ perceptions of effective strategies for developing intercultural competence

2020 ◽  
Vol 6 (2) ◽  
pp. 333-358
Author(s):  
Xiaoping Gao
Keyword(s):  
Foreign Language ◽  
Teacher Perceptions ◽  
Intercultural Competence ◽  
Professional Training ◽  
Language Teaching ◽  
Teaching Experience ◽  
Theory And Practice ◽  
Teachers Perceptions ◽  
Effective Strategies ◽  
Factors Influencing

Abstract How to effectively integrate culture into second language teaching has long been of concern in foreign language education. Despite advances in theory and practice for intercultural language teaching, there has been little research to investigate factors influencing teachers’ pedagogical beliefs and perceptions. This study addresses this gap by examining teachers’ perceptions of effective strategies that foster students’ intercultural competence in the teaching of Chinese as a foreign language and factors influencing their beliefs. Twenty-nine school and university teachers in Australia completed a survey and a focus group interview. Quantitative analyses revealed that teachers’ perceptions of the effectiveness of the strategies varied despite an overall positive attitude towards the teaching of culture. Their beliefs were significantly influenced by their years of teaching experience, educational setting, and native language, but not by gender, age group and educational backgrounds. Qualitative analyses attribute the inconsistency in teacher perceptions to teachers’ disparate conceptualisations of culture, teaching experiences, and educational contexts associated with different curricular and pedagogical requirements and learner characteristics. The findings reinforce the necessity for providing teachers with professional training, along with pedagogical guidance and resources in order to facilitate their intercultural language teaching practices.

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