scholarly journals Teaching assistants in the english teacher education program: student affiliation and teacher training practice

2018 ◽  
Vol 22 (1) ◽  
pp. 73-81
Author(s):  
Verónica Beatriz Ojeda ◽  
◽  
Luciana Lourdes Salandro ◽  
Keyword(s):  
Teacher Education ◽  
Teacher Training ◽  
Education Program ◽  
Teaching Assistants ◽  
Teacher Education Program ◽  
English Teacher ◽  
Training Practice

scholarly journals Learning to Teach: A Case Study of Student Teachers’ Practicum and Policy Recommendations

2017 ◽  
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.

scholarly journals EFL Students’ English Listening Comprehension Problem: A study of English Teacher Education Program

2020 ◽  
Vol 7 (1) ◽  
pp. 268-273
Author(s):  
Sarjaniah Zur
Keyword(s):  
Teacher Education ◽  
Education Program ◽  
Listening Comprehension ◽  
Teacher Education Program ◽  
Teaching Strategy ◽  
Descriptive Study ◽  
English Teacher ◽  
Listening Skill ◽  
Efl Students

Listening comprehensively is one of the way to build EFL students’ Listening skill, however, they still got problem in different phase of listening. The aimed of the study to identified the listening comprehension problem of EFL students during take English teacher program, the data was collected from Muhammadiyah university students in Kendari. This descriptive study used the listening comprehension problem questionnaire. The result of the study showed that the students still got difficulty in all three phases of listening problem, they are perception, parsing and utilization, moreover, the highest problems was in perception problem. So this problem is highly influence their quality of listening skill. This findings are expected to be a good implication for the lecturer in designing course and listening teaching strategy.

scholarly journals EFL Student Teachers’ Speaking Anxiety: the Case in One English Teacher Education Program

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

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

Reflections on Teacher Empowerment and Teacher Education

1986 ◽  
Vol 56 (4) ◽  
pp. 473-481 ◽  
Author(s):  
Margaret Yonemura
Keyword(s):  
Teacher Education ◽  
Teacher Training ◽  
Peer Relations ◽  
Education Program ◽  
Teacher Education Program ◽  
Paulo Freire ◽  
Teacher Empowerment ◽  
Whole Child ◽  
Child Study ◽  
Daily Experiences

Margaret Yonemura discusses the development of her concept of empowerment and its current expression in a teacher education program. The author has been influenced by the Malting House School and its Deweyan focus on the whole child actively generating knowledge out of daily experiences, guided by a teacher who helps connect it with the disciplines. She explores three ways in which she works to empower students in teacher training: through the invention of curriculum, through ongoing peer relations, and through child study. The author joins Jean Piaget, Paulo Freire, and others in suggesting that humans beings can and must shift educational perspectives in the direction of emancipation.

scholarly journals The Effectiveness of In-Person versus Online Instruction in the Pre-service Teacher Preparation Programme

2021 ◽  
Vol 18 (2) ◽  
pp. 117-137
Author(s):  
Lara Burazer ◽  
Janez Skela
Keyword(s):  
Teacher Education ◽  
Teacher Preparation ◽  
Teacher Training ◽  
Online Instruction ◽  
Teacher Education Program ◽  
Teacher Preparation Program ◽  
Teacher Education Programs ◽  
Valuable Insight ◽  
English Teacher ◽  
Study Results

In reference to the reflective nature of the methodological design of the current pre-service English teacher education program at the Faculty of Arts, University of Ljubljana, considerable challenges related to teacher-education were noted during the emergency online switch. For this reason, the theory/practice connections, typically strengthened via the practical, experiential and reflective components of university teacher-education programs, were put to the test. The research is aimed at identifying the challenges of the online switch and focuses on comparison of the effectiveness of in-person versus online instruction in the pre-service English teacher preparation program. The research questions seek to examine whether teacher-training sessions online are more demanding and challenging, and potentially less effective (as perceived by the respondents), compared to the in-person teacher-training practices. The study results offer a valuable insight into the teacher-trainees’ perceptions of the challenges and effectiveness of the online English teacher-training course implementation in comparison with the in-person mode.

scholarly journals The Hidden Curriculum of Teacher Training

10.33496/008 ◽  
2019 ◽  
pp. 91-94
Keyword(s):  
Teacher Education ◽  
Teacher Training ◽  
Current Literature ◽  
Education Program ◽  
Hidden Curriculum ◽  
Teacher Education Program ◽  
Future Teacher ◽  
Education Systems ◽  
Emerging Themes ◽  
And Training

This opinion paper relies on classic and current literature as well as the author’s own expertise and perspective to propose a few core agenda points for teacher education and training in current contexts. It is suggested that although the Israeli (as well as other) education systems has systematically refrained from phrasing and implementing a comprehensive, strategic view of what education should be all about the emerging themes may serve as underlying guidelines for current and future teacher education program.

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