scholarly journals The Practice And Challenges of Practicum Implementation Program at A Malaysian Teacher Education Institute

2019 ◽  
Vol 14 ◽  
pp. 3234-3243
Author(s):  
Ramesh Sathappan ◽  
Premaraj Gurusamy
Keyword(s):  
Teacher Education ◽  
Second Language ◽  
Student Teachers ◽  
Primary Schools ◽  
Language Teachers ◽  
School Students ◽  
Language Class ◽  
Management And Development ◽  
Second Language Teachers

This study is set to assess the practice and challenges faced by TESL students at a local teacher training institute during their first practicum practices at selected Malaysian primary schools. This research is of significant value, as the 17 student- teachers’ experiences need to be made known; the findings on the transitional move from a safe protected college environment into the unknown territory of school surroundings. Each of these trainee-teachers had leapt into the role of a teacher in the 21st century language class. They would each maintain daily and weekly reflective journals throughout their practicum period to document their teaching concerns and the level of confidence they put into their abilities to teach and manage their primary school students. These findings from the questionnaires were reported. The data obtained from the study participants were analyzed qualitatively. The results of the study reveal that:- i) student-teachers have positive perception towards the role of practicum program in promoting their pedagogical skills as well as subject matter knowledge; ii) school mentors failed in providing the necessary support for practicum student-teachers. This research enables to shed more light into the areas of second language teaching in the classroom as the findings would be able to provide more support for future management and development of teacher education. Furthermore, these student-teachers could understand themselves better throughout the month extended practicum. The ability to self-monitor and self-appraise themselves are valuable skills to be acquired by these student-teachers for their personal and autonomous and continuous self-assessments to become effective second language teachers.

scholarly journals TESL STUDENT-TEACHERS’ PERSPECTIVES OF PRACTICUM PRACTICES IN A MALAYSIAN TEACHER EDUCATION INSTITUTE

2018 ◽  
Vol 6 (2) ◽  
pp. 86-93
Author(s):  
Ramesh Sathappan ◽  
Malini Sathappan
Keyword(s):  
Teacher Education ◽  
Second Language ◽  
Student Teachers ◽  
Primary Schools ◽  
Language Teachers ◽  
School Students ◽  
Language Class ◽  
Management And Development ◽  
Second Language Teachers ◽  
Self Assessments

This study set to find out the challenges faced by TESL students at a local teacher training institute during their first practicum practices at selected Malaysian primary schools for the 2nd semester of the academic year 2017. This research is of significant value, as the 17 students- teachers’ experiences need to be made known; the findings on the transitional move from a safe protected college environment into the unknown territory of school surroundings. Each of these trainee teachers had leapt into the role of a teacher in the 21st century language class. They would each maintain daily and weekly reflective journals throughout their practicum period to document their teaching concerns and the level of confidence they put into their abilities to teach and manage their primary school students. Thematic areas are discussed in the findings. These findings are triangulated with document reports from their respective supervisors and the school teachers who mentored them. Questionnaires and interviews were conducted.  This research enables to shed more lights into the areas of second language teaching in the classroom as the findings would be able to provide more support for future management and development of teacher education. Furthermore, these student-teachers could understand themselves better throughout the month-long practicum. The ability to self-monitor and self-appraise themselves are valuable skills to be acquired by these student-teachers for their personal and autonomous continuous self-assessments to become effective second language teachers.

scholarly journals The Use of Question Modification Strategies in ESL Class

2020 ◽  
Author(s):  
Zailani Jusoh ◽  
Junaidah Abdul Rahman ◽  
Hishamuddin Salim
Keyword(s):  
Second Language ◽  
Student Teachers ◽  
Primary Schools ◽  
Instructional Strategy ◽  
Active Participation ◽  
Classroom Observations ◽  
Teaching English ◽  
Teaching Practicum ◽  
Language Class ◽  
Language Context

Questioning is a popular instructional strategy in a language class to encourage learning. However, not all questions are effective in doing so, as some questions sometimes go unanswered. When faced with a situation such as this, teachers must adjust their questions to make it more understandable. This study investigates question modification strategies employed by student teachers in English as a second language (ESL) class. Data for the study was collected through classroom observations. The participants were seven Diploma in Teaching English as a second Language (TESL) students who were undergoing their compulsory 12-week teaching practicum (TP) at various primary schools in Terengganu. The data were analyzed thematically based on the types of strategies used in the process. The finding shows that the most popular modification strategies among the STs are repetition and translation. Besides, the choice of modification strategies is limited to just a few. Many strategies were not fully utilized in class. The findings highlight important pedagogical implications for education providers (EPs) to improve on to produce competent teachers. EPs should expose student teachers to a wide array of question modification strategies to prevent interaction breakdown and to encourage active participation in the class. The ability to modify questions will create a more interactive and communicative environment suitable for learning English in a second language context.

scholarly journals CEFR-aligned school-based assessment in the Malaysian primary ESL classroom

2018 ◽  
Vol 8 (2) ◽  
Author(s):  
Gurnam Kaur Sidhu ◽  
Sarjit Kaur ◽  
Lee Jia Chi
Keyword(s):  
Second Language ◽  
Primary Schools ◽  
Language Teachers ◽  
Self Assessment ◽  
Language Curriculum ◽  
Constructive Feedback ◽  
School Based ◽  
Second Language Teachers ◽  
Teaching Learning ◽  
Esl Classroom

The Malaysian ESL (English as a Second Language) curriculum has undergone several reforms since the implementation of the Malaysian Education Blueprint 2013-2025. In 2016, the Kurikulum Standard Sekolah Rendah (KSSR) or the Standard Curriculum for Primary Schools (SBCPS), first introduced in 2011, was revised to align with the Common European Framework of References (CEFR) for languages. This more action-oriented approach resulted in fundamental changes to teaching, learning, and assessment including the integration of an innovative school-based assessment (SBA). It witnessed a shift from the traditional stance of assessment of learning to assessment for learning that emphasizes both peer and self-assessment as necessary components for the development of autonomous language learners.  Therefore, the main aim of this study was to investigate the implementation of the CEFR-aligned SBA in the primary ESL classroom. Data were collected via a three-pronged procedure involving surveys, interviews, and document analysis from TESL (Teaching English as a Second Language) teachers in five randomly-selected schools located in Damansara, Malaysia. The findings revealed that the implementation of SBA left much to be desired and was far from formative assessment. Though teachers expressed rather positive opinions on SBA, they lacked a full understanding of the method and admitted possessing a limited knowledge of the revised CEFR-aligned ESL curriculum altogether. Teachers provided little or no constructive feedback on assignments, and learners were not encouraged to reflect on assignments. There was little evidence of peer and self-assessment required for developing autonomous learners. Teachers cited time constraints, classroom enrolment, heavy workload, and lack of training as their main challenges against the effective implementation of the CEFR-aligned SBA.

scholarly journals Student teachers' conceptions of curriculum: Toward an understanding of language-teacher development

1989 ◽  
Vol 7 (1) ◽  
pp. 33 ◽  
Author(s):  
Alister Cumming
Keyword(s):  
Decision Making ◽  
Second Language ◽  
Student Teachers ◽  
Teacher Development ◽  
Professional Knowledge ◽  
Language Teachers ◽  
Current Input ◽  
Second Language Teachers ◽  
Curriculum Decision Making ◽  
Education And Development

Programmes for the education of second language teachers necessarily base themselves on conceptions of what learning to be a teacher entails. But surprisingly little study has been devoted to understanding the processes by which second language teachers actually develop their knowledge, or to defining what such knowledge consists of. This paper approaches this issue through a content analysis of data on one aspect of student teachers' professional knowledge: their conceptions of curriculum decision making. Different representations of this knowledge emerge, ranging from schemata which appear inadequately developed to those which seem sufficient to guide curriculum decision- making effectively. Implications are drawn for the education and development of second language teachers, as well as further research in this area. It is argued that current "input-output" models of teacher education can be augmented by "developmental learning" models, if further understanding of language teachers' professional knowledge is obtained.

Student Teachers’ Learning and Professional Development in Second Language Teacher Education

2017 ◽  
Vol 7 (1) ◽  
pp. 13 ◽  
Author(s):  
Kamile Hamiloğlu
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Second Language ◽  
Student Teachers ◽  
Student Teacher ◽  
Research Literature ◽  
Language Teacher Education ◽  
Language Teacher ◽  
Second Language Teacher Education ◽  
Second Language Teacher

This article is a review on student teacher (ST) learning in second language teacher education (SLTE) and it aims to establish a context for ST learning for professional development in SLTE research and frame its contribution to the current research literature. To achieve this, it conducts an overview on concepts of interest, and it places in perspective some of the key previous findings relating to the research at hand. Broadly, it is to serve as a foundation for the debate over perspectives of second/foreign language (S/FL) student teachers’ (STs’) learning to teach through their professional development with reference to both coursework and practicum contexts.Keywords: student teacher learning, second language teacher education (SLTE), professional development

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