scholarly journals Classroom Application of Micro Teaching : An Analysis of Students’ Perspectives

2018 ◽  
Vol 5 (1) ◽  
pp. 81-97
Author(s):  
Sri Yuliani
Keyword(s):  
Teacher Education ◽  
English Language ◽  
Focus Group Interview ◽  
Language Education ◽  
Teacher Education Programs ◽  
Teaching Skills ◽  
Teaching Session ◽  
Education Programs ◽  
English Language Education ◽  
Entire Sample

Microteaching is a practical event which is very beneficial for candidate teachers to have real environment of teaching. The candidate teachers get big chances to implement their experience in teaching. The students’ perfectives are crucial for promoting teacher education programs’ outcomes. This study aimed at investigating the students’ views of thirty students from the English Language Education Program of FKIP-UIR. A combination of quantitative and qualitative techniques used in gathering the data. Mainly, a questionnaire and a focus group interview were used as the main tools for data collection. The findings revealed that the entire sample of student has stated that they were having their own perspectives towards Microteaching and their opinion during microteaching sessions provides a scope to enhance their teaching skills for real teaching sessions. Based on the findings, these candidate teachers were glad to have real teaching session during microteaching class

scholarly journals An Analysis of Language Teacher Education Programs: A Comparative Study of Turkey and Other European Countries

2016 ◽  
Vol 9 (8) ◽  
pp. 213 ◽  
Author(s):  
Gonca Altmisdort
Keyword(s):  
Teacher Education ◽  
Language Proficiency ◽  
English Language ◽  
Language Education ◽  
English Language Proficiency ◽  
Teacher Education Programs ◽  
Education Programs ◽  
English Language Education ◽  
Language Teacher Education ◽  
Language Teacher

<p>The main aim of this study is to analyze and discuss the similarities and the differences between English language teacher educationial programs at universities in Turkey, and to identify the undergraduate students’ ideas about their current curriculum. In addition to this, the study aims to compare the education of English language teacher education in some countries in which English language proficiency scores are at the highest level in EF EPI (EF English Language Proficiency Index), and to suggest some important points to improve the language teacher educationial programs in Turkey.</p><p>In the study, a document analysis and a semi-directed interviews with the 30 students in English language education departments in Turkey are implemented to provide valid and reliable results. The interview questions are based on students’ thoughts and ideas describing the sufficiency of their programs, and their goals and objectives. In the study, also, the course curricula of 15 English language teacher education programs are examined and compared. In this research, qualitative and quantitative methods are used. The study includes an international comparison of English language teacher education. With the comparison of the programs, some weak points of English language education programs in Turkey are determined. Besides, in the study, with the analysis of the English teacher education in 5 countries, the ways in which how they reached these targets are defined. At the end of the study, some suggestions are submitted to design and develop English language teacher education programs to produce more successful future teachers and English language education.</p>

scholarly journals Teaching Practice is not Enough for EFL Teachers: Voices from IAIN Surakarta

2019 ◽  
Vol 4 (2) ◽  
pp. 247
Author(s):  
Imroatus Solikhah ◽  
Teguh Budiharso
Keyword(s):  
Teaching Practices ◽  
English Language ◽  
Teaching Practice ◽  
Language Education ◽  
Mentor Teachers ◽  
Teaching Skills ◽  
English Language Education ◽  
Efl Teachers ◽  
English Competence ◽  
Mentoring System

This study explores teaching practices for English Language Education program of IAIN Surakarta were implemented to link the gaps between theory and actual needs at schools. Relying on the qualitative approach, this study used content analysis as the main data sources, observation and interview to collect data.  The results of the study show that teaching practice for the ELT in IAIN Surakarta indicate restrictions.  With overall duration of 16 weeks, teaching practices at IAIN Surakarta is set in 6 credits, each of which consists of (1) micro teaching (2 credits), (2) administrative observation, (3) classroom observation, (4) classroom teaching practices.  During the field practices, complaints from mentor teachers appear that practican students are not well prepared in teaching skills and limited knowledge is performed to English competence performance in the classroom. Students claim that preparation in the itinerary of teaching practice they received from campus are not definitely sufficient as too many administrative processes are emphazised and mentoring system does not suffice to equip teaching skills

English Language Education in the National Development Planning of Modern Taiwan

2021 ◽  
pp. 1-17
Author(s):  
Li-Yi Wang
Keyword(s):  
Teacher Education ◽  
Foreign Students ◽  
English Language ◽  
National Development ◽  
Language Education ◽  
Development Planning ◽  
English Language Education ◽  
Popular Approach ◽  
The World ◽  
Development Plans

Abstract Articulating and implementing national development plans (ndp s) has been a popular approach taken by most governments in the world in response to the opportunities and challenges occurring in domestic and international spheres. Since the 2000s the Taiwanese government has launched a series of ndp s with different goals, foci, and tactical approaches. This paper adopts a retrospective lens to examine how English language education has been strategically situated in the ndp s of Taiwan and reflects on both the alignments and misalignments between the unveiled goals of the ndp s and the policies pertaining to English language education of the nation over the last two decades. In the pursuit of the goals of the contemporary ndp of the nation, strategic remodelling of teacher education programmes is needed through: (1) expanding bilingual/all-English programmes within departments; (2) advocating departmental interaction within/across teacher training institutes; and (3) optimising training and teaching opportunities for foreign students.

scholarly journals Toward Equity-Based Pedagogy: Monolingual Teachers’ Transformative Thinking Process

2021 ◽  
Vol 3 (3) ◽  
pp. 387-406
Author(s):  
Bogum Yoon
Keyword(s):  
Teacher Education ◽  
English Language Learners ◽  
Language Learning ◽  
Language Learners ◽  
English Language ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Local Schools ◽  
Monolingual Teachers ◽  
Thinking Process

Abstract The reality that English language learners (ell s) have not been receiving adequate support in the mainstream classroom calls for urgency to prepare teachers in teacher education programs. Grounded in the theoretical construct of praxis and linguistically and culturally relevant approach (lcra), the purpose of this article is to share the author’s experience on how she supported monolingual teachers to engage in equity-based pedagogy. This article will focus on the specific projects that the author’s graduate students (mostly white and monolingual teachers/teacher candidates) conducted as a way to better understand the diverse needs of ell s in the dominant English context. The projects include: reflecting on monolingual identities through being in ell s’ shoes, building professional capital through theories of language learning, discussing and critiquing texts on ell s with a critical lens, designing lessons that integrate ell s’ culture as well as conducting the fieldwork in local schools, and synthesizing learning through the options of multiple final projects including learning a new language (e.g., ell s’ primary language). These activities intended to promote monolingual teachers’ transformative thinking process through the process of praxis and lcra in teacher education programs.

The enculturation of pre-service Emirati English language teachers

2014 ◽  
Vol 7 (1) ◽  
pp. 2-16
Author(s):  
Carmel Sandiford
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
English Language ◽  
Language Teachers ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Language Teacher Education ◽  
Language Teacher ◽  
Content Type ◽  
English Language Teachers

Purpose – This article aims to report on a qualitative study that investigates the enculturation of a group of pre-service English language teachers over four years of a Bachelor of Education degree offered in a women ' s college in the United Arab Emirates. Design/methodology/approach – Bourdieu ' s “thinking tools” of field, habitus and capital provide the overarching theoretical framework and analytic tools to examine the processes of enculturation which impact on the student teachers as they participate in a program based on Western-oriented theories and practices. The study draws upon data gathered from focus group interviews with student teachers in the first and fourth years of the program to provide insights into their ways of thinking as future Emirati English language teachers. The article discusses the priorities that emerge as these student teachers validate, or otherwise, the theoretical principles and practices legitimated through the program. Findings – The findings suggest that influences bound by local, cultural and social forces contribute significantly to the student teachers ' perceived capacity to think and act as future Emirati English language teachers. Research limitations/implications – The study is limited to one site but, given the findings, similar investigations into processes of enculturation and the appropriation or resistance of essential aspects of English language teacher training could be undertaken. Originality/value – There is limited research into English language teacher education programs in the Arab world. This research has potential applications for English language teacher education programs where there is intent to effect educational reform.

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