scholarly journals An investigation of English student-teachers’ constraints during teaching internship program

2021 ◽  
Vol 12 (2) ◽  
pp. 358-378
Author(s):  
Salviana Salviana ◽  
Asnawi Muslem ◽  
Bukhari Daud
Keyword(s):  
Teacher Training ◽  
Training Program ◽  
Student Teachers ◽  
Teaching Practice ◽  
Sampling Technique ◽  
Training And Education ◽  
Class Participation ◽  
Class Management ◽  
Training Institutions ◽  
Teachers Training

The teaching internship is designed to smooth the transition from teacher to student. At the same time the teaching internship assignment gives the teachers training institutions an opportunity to evaluate the students teaching capabilities. It  is one of the most important components of the teacher training program. It is an opportunity for student teachers to put their theoretical studies into practice. The objective of this study is to investigate the constraints faced by student teachers during teaching internship program. The qualitative method was employed in this study. The study involved 26 students who participated in the teaching internship program in 2016/2017 session, Faculty of Teacher Training and Education, University of Syiah Kuala. Covenience sampling technique was used to select the sample. The instruments used to collect data was questionnaire. The data collected was analyzed by using Miles and Huberman’s qualitative data analysis. Based on the questionnaire the result showed that there were fourteen constraints faced by student teachers during teaching internship program. The constraints were mainly in the domains of personal, class participation, class management, instructional, emotional, adjusting to students, and supervision. As teaching practice is an important component of teachers training program, considerable attention must be given to make it more effective and fruitful. Therefore, this study suggests that the cooperation of the faculty and schools in terms of supervision need to be improved in order to optimize the outcome of the program.

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.

Exploring identity construction of student teachers practicing ELF pedagogy in a microteaching course

2016 ◽  
Vol 26 (2) ◽  
pp. 321-339 ◽  
Author(s):  
Nugrahenny T. Zacharias
Keyword(s):  
Teacher Training ◽  
Qualitative Study ◽  
Training Program ◽  
Student Teachers ◽  
Identity Construction ◽  
Teacher Identity ◽  
Positive Relationship ◽  
Local Community ◽  
Native Speaker ◽  
Standard English

This paper reports on the results of a qualitative study that explored the experiences of a group of student-teachers (STs) in Indonesia as they undertook a microteaching course as part of their undergraduate teacher training program. Grounded in the notions of ‘teacher identity as the process of becoming’ (Britzman, 2003) and ‘identity in practice’ (Varghese et al., 2005), the present paper examines how participation in a microteaching course that oriented STs to ELF pedagogy affected the formation of teacher identities amongst one group of STs in Indonesia. Data were gathered from three post-mini lesson interviews with individual STs and STs’ mini lessons. The findings show a positive relationship between ELF pedagogy, STs’ perception of their teacher role and their identity construction. Many STs’ identity construction appears to be informed by their concerns of the hegemonic presence of English in the local community and their role primarily as a revival of Indonesian cultures. Although the majority of STs showed a general agreement towards the need to construct a teacher identity independent of native-speaker norms, a few STs continued to believe the importance of teachers to speak Standard English due to its marketability potential.

scholarly journals A critical look at the portfolio as a tool for teacher cognition at pre-gradual level: perceptions of students

2016 ◽  
Vol 4 (3) ◽  
pp. 71-85
Author(s):  
Zuzana Straková
Keyword(s):  
Teacher Training ◽  
Student Teachers ◽  
Teaching Practice ◽  
School Context ◽  
Teaching Experience ◽  
Lesson Plans ◽  
Beneficial Effects ◽  
Teaching Aids ◽  
Hands On ◽  
Specific Duty

Abstract Trainees in teacher training programmes experience a variety of courses focusing on helping them to master the basic skills as future language teachers. The most important issue in the entire training is the appropriate balance between the input they receive from the trainer and the hands-on experience in which they learn through experience. One of the best hands-on activities during teacher training is indisputably teaching practice, i.e. real experience of trainees in the school context. Teaching practice offers to trainees first experience with teaching English lessons with holding responsibility for planning, carrying out the lessons as well as learning from this experience, maintaining a good rapport with students and many other aspects. Since trainees work in the external setting without the presence of their Methodology course trainers, it is often a custom to ask trainees to keep a portfolio with lesson plans or material they used during teaching as well as some reflections on the first teaching experience, so that the trainers could create a picture of how their trainees succeeded “out there”. Such a portfolio serves as a useful tool not only for the trainee since the portfolio offers a record of how they managed to carry out specific duty at a specific time; portfolio of this type can provide the trainer with a plastic picture of how trainee managed to apply what they had learned in their Methodology courses. There are many elements which can be included in the teaching practice portfolio such as lesson plans, reflections, various case studies, textbook evaluations, sample teaching aids prepared by the trainee, etc. However, the biggest benefit that portfolio provides the trainee with is the reflection itself – thinking about how successfully something has been mastered and thinking about how things could be done better. EPOSTL (European Portfolio for Student Teachers of Languages) where trainees focus on self-evaluation of their own teaching skills is one of the tools that can help to focus the trainee on specific skill the teacher needs to master. This article tries to answer the question whether trainees are aware of the beneficial effects of such reflection, whether they perceive a tool like the EPOSTL as something that can help them to develop or they consider it rather a duty to be carried out as a part of training. Based on the experience with a group of trainees who used EPOSTL during their teaching practice this case study analyses possible strengths and weaknesses of including such a complex material as EPOSTL in pre-service teacher training.

scholarly journals The New Zealand 'normal school'

2021 ◽  
Author(s):  
◽  
Klaus Neuberg
Keyword(s):  
New Zealand ◽  
Teacher Training ◽  
Public Education ◽  
The United States ◽  
Training Institution ◽  
Normal School ◽  
Training Institutions ◽  
Teacher Training Institution ◽  
Teachers Training ◽  
The 19Th Century

<div>The term 'Normal School' as currently used in New Zealand and as used in this thesis refers to the school attached to a Teachers' Training College. In many countries the term refers to the Training College itself: as it did also in New Zealand until early this century.</div><div><br></div><div>The term Normal School comes from the German 'Normalschule', which was the name given to the school attached to a teachers' seminary. In some parts of Germany the terms 'Musterschule' and 'Uebungs-schule' later came into use, but in Austria, even today, the primary school attached to a 'Lehrerbildungsanstalt' or Training College is known as 'Normalschule'. The German teacher training institutions, particularly those in Pruasia, served as a model to other countries. But in the 19th century the Prussian influence came via France. A Frenchman, Victor Cousin, had made a detailed survey of 'The State of Public Education in Prussia', and the translation of his report in 1834 greatly influenced teacher training in England and the United States. Cousin, however, used the word 'Ecole Normale' to refer to the German seminary. He had in mind the name given to the short-lived teacher training institution established by the Convention in 1794. That too owed its existence to German influence. But for some reason or other the French applied the German term 'Normalschule' to the Training College itself. One possible explanation is that while there were few students in training , the 'Seminar' and the 'Normalschule' were sometimes combined in one and the same institution which went under the name of ' Normalschule '.</div><div>The current use of the term ' Normal School ' in New Zealand is therefore not as much out of place as is often supposed </div>

scholarly journals The New Zealand 'normal school'

2021 ◽  
Author(s):  
◽  
Klaus Neuberg
Keyword(s):  
New Zealand ◽  
Teacher Training ◽  
Public Education ◽  
The United States ◽  
Training Institution ◽  
Normal School ◽  
Training Institutions ◽  
Teacher Training Institution ◽  
Teachers Training ◽  
The 19Th Century

<div>The term 'Normal School' as currently used in New Zealand and as used in this thesis refers to the school attached to a Teachers' Training College. In many countries the term refers to the Training College itself: as it did also in New Zealand until early this century.</div><div><br></div><div>The term Normal School comes from the German 'Normalschule', which was the name given to the school attached to a teachers' seminary. In some parts of Germany the terms 'Musterschule' and 'Uebungs-schule' later came into use, but in Austria, even today, the primary school attached to a 'Lehrerbildungsanstalt' or Training College is known as 'Normalschule'. The German teacher training institutions, particularly those in Pruasia, served as a model to other countries. But in the 19th century the Prussian influence came via France. A Frenchman, Victor Cousin, had made a detailed survey of 'The State of Public Education in Prussia', and the translation of his report in 1834 greatly influenced teacher training in England and the United States. Cousin, however, used the word 'Ecole Normale' to refer to the German seminary. He had in mind the name given to the short-lived teacher training institution established by the Convention in 1794. That too owed its existence to German influence. But for some reason or other the French applied the German term 'Normalschule' to the Training College itself. One possible explanation is that while there were few students in training , the 'Seminar' and the 'Normalschule' were sometimes combined in one and the same institution which went under the name of ' Normalschule '.</div><div>The current use of the term ' Normal School ' in New Zealand is therefore not as much out of place as is often supposed </div>

scholarly journals Student attitudes toward teaching English with technology

Seminar.net ◽  
2011 ◽  
Vol 7 (2) ◽  
Author(s):  
Gard B. Jenset
Keyword(s):  
Teacher Training ◽  
Training Program ◽  
Student Teachers ◽  
Student Attitudes ◽  
The Other ◽  
Teaching English ◽  
Web Based ◽  
First Semester ◽  
Attitudes Toward Teaching ◽  
English Culture

The present study investigates attitudes among student teachers toward using electronic resources in teaching. Two groups of student teachers, one composed of students in their first semester and the other composed of students in their third or fourth year, were asked to assess their skills and attitudes, before being shown an example of how open-source, Web-based data and software can be used in teaching English culture and history. The results show that student teachers are positive toward using technology, but that the teacher training program changes neither their attitudes nor their self-reported skills to any large extent.

scholarly journals From a Triangular to a Pentagonal Model in Teachers Training Practicum

2020 ◽  
Vol 9 (5) ◽  
pp. 89
Author(s):  
Edni Naifeld ◽  
Yonit Nissim
Keyword(s):  
Teacher Training ◽  
Student Teachers ◽  
Student Teacher ◽  
Practical Experience ◽  
Practical Training ◽  
Clinical Practicum ◽  
Proposed Model ◽  
Teacher Training Programs ◽  
Knowledge Content ◽  
Teachers Training

Teacher-training has been developed through a complex weave of processes, models and theories, founded on experiences in educational settings. In 2015, the Academia Class program was added to teacher-training programs in Israeli academic colleges and universities and added new ways of thinking about student teachers&rsquo; practical experience. The program was widely implemented and became the flagship for teacher-training processes in Israel. As part of the program, student teachers and education students in their third year of studies participate in broad practical training for 12-16 weekly hours (for a year) in various educational institutions. Some of the changes engendered meaningful insights and processes that helped to reshape training processes. This article is derived from qualitative research that was involved in forming new models in teacher training, and offered an improved and enhanced approach to clinical practicum. Traditional pedagogic instruction is based on a &ldquo;triangular instruction model&rdquo; (student/teacher trainer/pedagogic instructor). The present study aims to expand this model by offering a new &ldquo;pentagonal model.&rdquo; The pentagonal model incorporates the following roles: student/coach-teacher/pedagogic instructor/coordinator teacher/academic instructor. The proposed model creates an ecosystem based on teacher-training processes and reinforces reciprocal connections, and different figures in new roles. It aims to connect the loose ends among the various participants involved in the practicum process in a more comprehensive and holistic manner. The practicum is performed in real time in the education field, in a clinical manner and is very meaningful for the future teachers&rsquo; work. Research method: Qualitative action research, documenting the expansion of the practical experience model at Ohalo College in northern Isrel. The proposed model is based on the authors&rsquo; experience from the past five years, as recorded in protocols, and work papers, as well as many meetings and discussions. It is important to emphasize that the model was tested and gradually improved, becoming refined through a dynamic process using feedback between the college and its students, and between the teachers and the instructors and pedagogic instructors. Participants included more than 500 students, 500 school and kindergarten teachers, and 40 pedagogic instructors, instructors, lecturers and others in relevant roles. The theoretical framework for the model relies on the concept of Pedagogic Content Knowledge (PCK), which emphasizes and reinforces pedagogic activity in the context of disciplinary knowledge content. In our opinion, the implementation of the model according to the approach described below creates a stable foundation for the student teacher practicum, in a manner appropriate given the current winds of change. The model should be applied in conjunction with essential changes in structural and behavioral policies necessitated by the Academia Class program.

Mobile-Assisted-Learning Approach in Enhancing the Student Teacher's Vocabulary and Usage of Mobile Phone

2018 ◽  
pp. 316-330
Author(s):  
Jagannath K. Dange
Keyword(s):  
Higher Education ◽  
Teacher Training ◽  
Mobile Phone ◽  
Student Teachers ◽  
Mobile Learning ◽  
Electronic Devices ◽  
Learning Approach ◽  
Education Teacher ◽  
Educational Administrators ◽  
Training Institutions

Mobile learning facilitates delivery of learning using portable electronic devices. This study investigated the effectiveness of mobile assisted learning in the development of vocabulary and usage of mobile phone. Specifically, the primary objectives of the study were to compare the effectiveness of Mobile Assisted Learning Approach and Conventional Learning Approach with reference to Vocabulary and Usage of Mobile Phone and also to analyze the interaction between treatments with gender and subject background in reference to developing vocabulary and usage of mobile phone. Mobile Assisted Learning Approach was found to be more effective in developing Vocabulary and Usage of Mobile Phone. The study has broad implications for student teachers of the professional colleges. These findings should be taken into consideration educational administrators in secondary and higher education teacher training institutions.

Open Distance E-Learning Student Teaching Practice Mentorship Experience in Selected Secondary Schools in South Africa

2019 ◽  
pp. 256-277
Author(s):  
Ailwei Solomon Mawela
Keyword(s):  
South Africa ◽  
Secondary Schools ◽  
Student Teachers ◽  
Student Teaching ◽  
Teaching Practice ◽  
Single Case ◽  
Sampling Technique ◽  
Structured Interviews ◽  
E Learning ◽  
The University

Open distance learning (ODeL) approach is used worldwide to offer different qualifications. In studying towards obtaining a teaching qualification at UNISA, students are required to participate in teaching practice sessions before they can obtain their teaching qualification. This study aims at exploring ODeL institution student teachers' teaching practice experience in selected secondary schools in Vhembe District of South Africa. This qualitative single case study employed an interpretivism paradigm and personal theory of teaching practice. Convenient purposive sampling technique was used to sample six (n=6) student teachers from the University of South Africa who were currently conducting teaching practice in secondary schools during this study. Semi-structured interviews were used to collect data that was later analyzed through the use of themes and categories. The findings indicate a lack of knowledge, which requires ODeL student teachers to be trained prior teaching practice. Mentor teachers require professional development.

Sign in / Sign up

Export Citation Format

Share Document