scholarly journals Interaction management as a tool for pre-service teacher training: Initial reflections on a case study

2020 ◽  
pp. 45
Author(s):  
Roberta Ferroni ◽  
Marilisa Birello
Keyword(s):  
Teacher Training ◽  
A Posteriori ◽  
Pre Service Teacher ◽  
Interaction Management ◽  
Estudio De Caso

Este artículo analiza cómo un futuro profesor de italiano como lengua extranjera gestiona episodios interactivos en que los alumnos se comportan de manera contraria a las obligaciones impuestas por el profesor, de-ritualizan el escenario educativo, y reivindican su rol como “yo” sujeto por encima del rol de “yo” estudiante. El marco teórico que sustenta el presente trabajo está orientado en la pedagogía de la interacción y utiliza el análisis de las interacciones que tienen lugar en el aula como una estrategia de formación profesional. Las reflexiones que se desprenden de este estudio de caso muestran que la observación de estos episodios puede ser un instrumento válido para reflexionar sobre la actividad didáctica y servir como input para la formación del profesorado. Emerge la necesidad de proponer actividades de aprendizaje que planteen situaciones comunicativas significativas estrechamente relacionadas con los objetivos de aprendizaje y que tengan en cuenta las necesidades de los estudiantes. Además, el análisis a posteriori de las interacciones ha permitido al docente reflexionar sobre sus prácticas y volverse más consciente de ellas.

scholarly journals EXPLORING THE IMPORTANCE OF PLURILINGUAL COMPETENCE IN THE PRE-SERVICE TEACHER TRAINING: A CASE STUDY OF TEACHER TRAINING COLLEGES OF ALGERIA

2021 ◽  
Vol 03 (06) ◽  
pp. 315-322
Author(s):  
Souhila BENZERROUG ◽  
Samah BENZERROUG
Keyword(s):  
Teacher Training ◽  
Teaching And Learning ◽  
Language Education ◽  
Structured Interview ◽  
University Teachers ◽  
Language Studies ◽  
Teacher Training Colleges ◽  
French And English ◽  
Pre Service Teacher

The present research paper highlights the importance of plurilingual competence to language education in pre-service teacher training at the Teacher Training College of Bouzareah-Algeria-. The study is designed to gain insight into the development of pluringual competence in the pre-service program that is addressed to the students of the departments of French and English. It aims at enhancing the teaching and learning of foreign languages in order to meet the universal requirements related to interculturality and plurilingualism.To achieve the above mentioned aims, the researchers interviewed ENSB teacher trainers to investigate their perceptions towards the teaching of that competence. A qualitative method was then employed by using a semi-structured interview with university teachers of Didactics and Language Studies in order to identify the extent of interest that is assigned to the development of plurilingual competence in the teaching practices as well as the syllabus content‎.

scholarly journals Online Literature Circles in Learning Hamlet among Pre-service Teachers

2021 ◽  
Vol 12 (4) ◽  
pp. 37-52
Author(s):  
Tina Abdullah ◽  
Yee Bee Choo ◽  
Norhanim Abdul Samat
Keyword(s):  
William Shakespeare ◽  
Teacher Training ◽  
Literature Circles ◽  
First Year ◽  
Literature Instruction ◽  
Group Data ◽  
Training Institutions ◽  
Literature Circle ◽  
Pre Service Teacher

Literature instruction may serve multiple functions. This case study aimed at investigating the perceptions on the use of online literature circles among 62 first year Teaching English as a Second Language pre-service teachers in a literature course at Universiti Teknologi Malaysia. The participants were assigned to read and participate in online literature circles about the play Hamlet by William Shakespeare. Based on cooperative learning, the participants rotated in playing the roles of the Discussion Director, Device Detective, Imaginative Illustrator, Creative Connector, and Passage Picker in each group. Data from a survey were analyzed in descriptive statistics, while data from the role sheets based on the five roles and the online video of 3 literature circle discussions were analyzed thematically. The findings are significant for teacher training institutions and in-service teachers. This study was able to show that online literature circles were perceived as interesting, engaging, challenging, and fun. The participants engaged in different learning processes involving cognitive, affective, and language skills. Though this study identified some challenges, online literature circles have many benefits and are recommended for literature instruction for pre-service teacher training.

scholarly journals Online Literature Circles in Learning Hamlet among Pre-service Teachers

2022 ◽  
Author(s):  
Tina Abdullah ◽  
Yee Bee Choo ◽  
Norhanim Abdul Samat
Keyword(s):  
William Shakespeare ◽  
Teacher Training ◽  
Literature Circles ◽  
First Year ◽  
Literature Instruction ◽  
Group Data ◽  
Training Institutions ◽  
Literature Circle ◽  
Pre Service Teacher

Literature instruction may serve multiple functions. This case study aimed at investigating the perceptions on the use of online literature circles among 62 first year Teaching English as a Second Language pre-service teachers in a literature course at Universiti Teknologi Malaysia. The participants were assigned to read and participate in online literature circles about the play Hamlet by William Shakespeare. Based on cooperative learning, the participants rotated in playing the roles of the Discussion Director, Device Detective, Imaginative Illustrator, Creative Connector, and Passage Picker in each group. Data from a survey were analyzed in descriptive statistics, while data from the role sheets based on the five roles and the online video of 3 literature circle discussions were analyzed thematically. The findings are significant for teacher training institutions and in-service teachers. This study was able to show that online literature circles were perceived as interesting, engaging, challenging, and fun. The participants engaged in different learning processes involving cognitive, affective, and language skills. Though this study identified some challenges, online literature circles have many benefits and are recommended for literature instruction for pre-service teacher training.

THE ANALYSIS OF PROBLEM BASED LEARNING (PBL) IN MICRO TEACHING COURSE TO FIT THE REQUIREMENT OF EFFECTIVE PRE-SERVICE TEACHERS

2019 ◽  
Vol 7 (2) ◽  
pp. 119
Author(s):  
Linda Linda ◽  
Apandi
Keyword(s):  
Qualitative Method ◽  
Teaching Practice ◽  
Problem Based Learning ◽  
Real Field ◽  
English Department ◽  
Effective Teacher ◽  
Existing Problems ◽  
Apply Problem ◽  
Pre Service Teacher

One of phenomena that occur in the educational world is the issue of discrepancies that occur between theory the pre-service teacher learned in college with implementation when they should teach in thereal fields (schools). Problem Based Learning (PBL) becomes one of the efforts to bridge the existing problems. This research is conducted to find out the extend of Problem Based Learning (PBL) in Micro Teaching course since the course must be accomplished by students before carrying out practical activities in the real field in the school at teaching training program. The writer uses descriptive qualitative method. And in this research the writer uses case study as a research design to find out the purpose of the research. The participants of the the research are 8 students from a class of micro teaching course in English Department of Universitas Swadaya Gunung Jati. In this paper, The Students as the Pre Service Teacher(s) are coded PST(s). The writer uses observation as the instruments of the research. Theory of Miles and Huberman are used to collect data from observation. Regarding to the discussion above, the four aspects of competences of effective teacher are shown in the teaching practice done by the students of Micro teaching course that apply Problem Based Learning (PBL). The majority results of the observation explain that applying Problem Based Learning in Micro Teaching course develops pre-service teachers competence in their teaching in classroom. This research shows pre-service teachers can integrate their competences and create good performance in their teaching practice.

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