scholarly journals Exploring Pre-service English Teachers’ Critical Reflection on Their Teaching Practicum Experience

2020 ◽  
Vol 17 (4) ◽  
pp. 1532-1539
Author(s):  
Budi Setyono ◽  
Keyword(s):  
Critical Reflection ◽  
English Teachers ◽  
Teaching Practicum ◽  
Practicum Experience

scholarly journals The peace tree in ELT: A problematizing exploration

2021 ◽  
Vol 14 (1) ◽  
pp. 44-57
Author(s):  
Yeraldine Aldana Gutiérrez
Keyword(s):  
Exploratory Study ◽  
Knowledge Construction ◽  
Critical Reflection ◽  
English Language ◽  
Language Teaching ◽  
English Teachers ◽  
English Language Teaching ◽  
Situated Knowledge ◽  
Structured Interviews ◽  
Alternative Reading

The English language teaching (ELT) field has undergone transformations regarding its views on knowledge and language. Although instrumental perspectives situate English teachers in a passive, receptive and technical position, their research and pedagogical work displays an interest in extracurricular phenomena about Peace Construction (PC) in ELT. This qualitative exploratory study aimed at unveiling possible connections between PC and ELT in Colombia. Documental revision and semi-structured interviews were applied with 4 English teachers. Findings discuss an organic metaphor as facilitating “teachers’ situated knowledge construction” (Serna, 2018, p. 585). Thus, a critical reflection is developed on how ELT and PC may articulate one another towards an alternative reading on their possible relationality or the reduction of the canonical distance imagined between these two fields, in order to acknowledge their interconnection. Conclusions around the multifaceted transdisciplinary ELT field are presented.

Pre-Service Teachers' and Instructors' Reflections on Virtually Afforded Feedback During a Distant Teaching Practicum Experience

2020 ◽  
Vol 3 (1) ◽  
pp. 42-59
Author(s):  
Stella Hadjistassou ◽  
Maria Iosifina Avgousti ◽  
Christopher Allen
Keyword(s):  
Focus Group ◽  
Detailed Examination ◽  
Knowledge Generation ◽  
Recording Media ◽  
Focus Group Interviews ◽  
Online Questionnaire ◽  
Teaching Practicum ◽  
Reflective Process ◽  
Practicum Experience ◽  
Group Interviews

The focus of this paper is placed on the reflective process of inquiry of pre-service teachers and their instructor in Sweden during geographically distant placement in Tanzania and Kenya. A detailed examination of instructor's reflection on the provision of virtually-afforded feedback and pre-service teachers' reflections on their teaching feedback, the technologically-afforded recording media, and the teaching inquiry and knowledge generation is conducted. The data are explored qualitatively through the analysis of focus group interviews and an online questionnaire. A new insight is provided that extend beyond placement schools and raises the need for further longitudinal studies in Action Research with alternative technological media.

scholarly journals Constructing Identity through Practice: Preservice Teachers’ Narratives of Practicum

2020 ◽  
Vol 2019 (1) ◽  
pp. 1
Author(s):  
Peter Clements
Keyword(s):  
Preservice Teachers ◽  
Teaching Practicum ◽  
Before And After ◽  
Practicum Experience ◽  
Narrative Framework ◽  
Insight Into

As a follow-up to a study of the published accounts of preservice teachers (PSTs) in Japan, I conducted interviews with three PSTs before and after their final teaching practicum. The narrative framework and themes generated in the previous study served as a guide to examining the settings, times, and people that the PSTs suggested were significant to their practicum experience. The results complicate and extend the previous findings, providing insight into how the PSTs dealt with stress and negative episodes as well as how their identities as teachers developed through practice. The PSTs’ relationships with their students were key in this regard, while mentoring teachers tended to play an evaluative and disciplinary role that was less central to development. This has implications for how teachers who work with PSTs can productively intervene to promote reflective growth. 本研究は、先に行われた実習生の感想文を分析した結果に基づく調査である。教育実習の前後に3人の実習生へインタビューを行い、前回のナラティヴ枠組やテーマを使い、実習期間を通して実習生にとっての重大な場所・時間・人々を調べた。結果は前回の結果より詳細であり、特に実習生がストレスや困ったことをどのように対処したか、また教師としてのアイデンティティが実践を通じてどのように発達したかについての洞察ができる。教師としてのアイデンティティの発達には、実習生において生徒との関係が非常に重要であり、指導教諭はむしろあまり重要ではない評価的な役割であった。この結果は実習生の成長を促す指導方法に重要な示唆となる。

scholarly journals An exploratory inquiry of healthcare students’ practicum experience with a digital critical reflection tool

2019 ◽  
Vol 15 (5b) ◽  
pp. 5
Author(s):  
Huynh Tan
Keyword(s):  
Qualitative Research ◽  
Critical Reflection ◽  
Critical Evaluation ◽  
Classroom Experience ◽  
Healthcare Students ◽  
Practicum Experience ◽  
Exploratory Inquiry

This pilot qualitative research aims at exploring the effects of an App designed by Birmingham City University on healthcare students’ critical reflection levels. Ten healthcare students from Nguyen Tat Thanh University took pictures and videos using the App and critically reflected on them in comparison with their classroom experience. The results show that the App promotes the subjects’ critical evaluation of their experience.

scholarly journals Pre-Service English Teachers’ Voices About the Teaching Practicum

HOW ◽  
2018 ◽  
Vol 25 (1) ◽  
pp. 156-173 ◽  
Author(s):  
Jairo Enrique Castañeda-Trujillo ◽  
Ana Jackelin Aguirre-Hernández
Keyword(s):  
English Teachers ◽  
Teaching Practicum

scholarly journals Investigating Mentor Teachers’ Roles in Mentoring Pre-Service Teachers’ Teaching Practicum: A Malaysian Study

2020 ◽  
Vol 13 (11) ◽  
pp. 1
Author(s):  
Biao Li Phang ◽  
Badariah Binti Sani ◽  
Nur Aizuri Binti Md Azmin
Keyword(s):  
Mixed Methods ◽  
Mixed Methods Research ◽  
Mentor Teachers ◽  
Ministry Of Education ◽  
Quality Teachers ◽  
Teaching Practicum ◽  
Telephone Interviews ◽  
Sequential Mixed Methods ◽  
Practicum Experience ◽  
Actual Teaching

A teaching practicum is a course of study in which pre-service teachers get to experience actual teaching in real classrooms. Mentor teachers who are assigned to mentor and supervise pre-service teachers have many important roles to play in the practicum experience, yet no extensive research has been conducted on these roles. This study sought to determine the roles played by mentor teachers in pre-service teachers’ teaching practicum. Using an explanatory, sequential, mixed-methods research design pertaining to the Malaysian context, we recruited 385 pre-service teachers who had attended teaching practicum and 6 mentor teachers who had previously mentored pre-service teachers. Online questionnaires and telephone interviews were used sequentially. Findings showed that mentor teachers played moderate roles in mentoring pre-service teachers; mentor teachers perceived themselves to play many roles yet regarded certain roles as unnecessary and unimportant. Universities, secondary schools, and the Malaysian Ministry of Education must address the importance of producing quality teachers by intervening as early as pre-service teachers’ teaching practicum.

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