scholarly journals Online ELT Practicum: Views of Student Teachers, Cooperating Teachers and Faculty Supervisors

2021 ◽  
Vol 4 (4) ◽  
Author(s):  
M. Pınar Babanoğlu ◽  
Keyword(s):  
Student Teachers ◽  
Primary Schools ◽  
English Language ◽  
Cooperating Teachers ◽  
Teaching Practice ◽  
English Language Teaching ◽  
University Supervisors ◽  
Teaching Practicum ◽  
Global Pandemic ◽  
The Impact

Teaching practicum is a vital and challenging phase of English Language Teaching (ELT) teacher education in which student teachers experience their first teaching practices In line with the global pandemic status quo, official regulations that leaded educational activities at state primary schools and universities to be carried out online, have also changed the modes and means in the practices and experiences of in-service and pre-service ELT teachers. Therefore, in respect of three participant groups of the practicum process as student teachers, cooperating teachers and university supervisors, it is essential to examine the impact of this new coercive teaching practice system on them. This study attempts to gain insight into the teaching practicum period that ELT student teachers, cooperative teachers and university supervisors cooperatively carried out fully online through English lessons administered by state primary schools. The results elicited by the participants’ views on online practicum revealed that pupilrelated issues like their low attendance and participation in online English lessons and technological problems such as internet access or computer-related malfunctions were compelling factors for student teachers and cooperative teachers. Regarding practicum performances, cooperative teachers confirmed student teachers’ technological skills and the use of a variety of web 2 tools in their practices was found as an opportunity for student teachers to develop their teaching skills.

scholarly journals Online ELT Practicum: Views of Student Teachers, Cooperating Teachers and Faculty Supervisors

2021 ◽  
Author(s):  
M. Pınar Babanoğlu
Keyword(s):  
Student Teachers ◽  
Primary Schools ◽  
English Language ◽  
Cooperating Teachers ◽  
Teaching Practice ◽  
English Language Teaching ◽  
University Supervisors ◽  
Teaching Practicum ◽  
Global Pandemic ◽  
The Impact

Teaching practicum is a vital and challenging phase of English Language Teaching (ELT) teacher education in which student teachers experience their first teaching practices In line with the global pandemic status quo, official regulations that leaded educational activities at state primary schools and universities to be carried out online, have also changed the modes and means in the practices and experiences of in-service and pre-service ELT teachers. Therefore, in respect of three participant groups of the practicum process as student teachers, cooperating teachers and university supervisors, it is essential to examine the impact of this new coercive teaching practice system on them. This study attempts to gain insight into the teaching practicum period that ELT student teachers, cooperative teachers and university supervisors cooperatively carried out fully online through English lessons administered by state primary schools. The results elicited by the participants’ views on online practicum revealed that pupilrelated issues like their low attendance and participation in online English lessons and technological problems such as internet access or computer-related malfunctions were compelling factors for student teachers and cooperative teachers. Regarding practicum performances, cooperative teachers confirmed student teachers’ technological skills and the use of a variety of web 2 tools in their practices was found as an opportunity for student teachers to develop their teaching skills.

The Impact of Pre-service Teachers' Reflection on their Instructional Practices

2016 ◽  
pp. 209-219 ◽  
Author(s):  
Yesim Kesli Dollar ◽  
Enisa Mede
Keyword(s):  
Classroom Management ◽  
Student Teachers ◽  
Instructional Practices ◽  
English Language ◽  
English Language Teaching ◽  
Self Awareness ◽  
Non Profit ◽  
Teachers Perceptions ◽  
Use Of Technology ◽  
The Impact

This chapter aims to investigate the impact of reflection on freshmen pre-service English teachers' classroom practices. Specifically, it explores how the participating student teachers' perceptions influenced their instructional practices as a result of participation in reflection activities. The participants of the study were ten freshmen student teachers enrolled in the English Language Teaching undergraduate program at a foundation (non-profit private) university in Turkey. Data came from the reflections of the participating student teachers about their recently-completed 15-hour field-based experience at the pre-school level. As a part of this class reflection activity, the participants were prompted to keep a diary in one of their undergraduate courses and respond to a series of statements or questions related to their classroom observation tasks. They were also engaged in class discussions and were required to write their overall feedback based on their field-based experience. The findings of the study revealed that reflective activities helped the prospective student teachers identify their strengths and weaknesses related to classroom activities, use of materials (use of technology and visuals) and classroom management, leading to self-awareness about their understanding and application of teaching skills and strategies.

The Impact of Pre-Service Teachers' Reflection on Their Instructional Practices

2018 ◽  
pp. 223-233
Author(s):  
Yesim Kesli Dollar ◽  
Enisa Mede
Keyword(s):  
Classroom Management ◽  
Student Teachers ◽  
Instructional Practices ◽  
English Language ◽  
English Language Teaching ◽  
Self Awareness ◽  
Non Profit ◽  
Teachers Perceptions ◽  
Use Of Technology ◽  
The Impact

This chapter aims to investigate the impact of reflection on freshmen pre-service English teachers' classroom practices. Specifically, it explores how the participating student teachers' perceptions influenced their instructional practices as a result of participation in reflection activities. The participants of the study were ten freshmen student teachers enrolled in the English Language Teaching undergraduate program at a foundation (non-profit private) university in Turkey. Data came from the reflections of the participating student teachers about their recently-completed 15-hour field-based experience at the pre-school level. As a part of this class reflection activity, the participants were prompted to keep a diary in one of their undergraduate courses and respond to a series of statements or questions related to their classroom observation tasks. They were also engaged in class discussions and were required to write their overall feedback based on their field-based experience. The findings of the study revealed that reflective activities helped the prospective student teachers identify their strengths and weaknesses related to classroom activities, use of materials (use of technology and visuals) and classroom management, leading to self-awareness about their understanding and application of teaching skills and strategies.

scholarly journals Classroom management problems pre-service teachers encounter in ELT

2018 ◽  
Vol 13 (4) ◽  
pp. 511-520
Author(s):  
Kubra Keser ◽  
Fatih Yavuz
Keyword(s):  
Classroom Management ◽  
Student Teachers ◽  
English Language ◽  
Teaching Practice ◽  
Management Strategies ◽  
English Language Teaching ◽  
Structured Interviews ◽  
Senior Year ◽  
Classroom Management Strategies ◽  
Management Problems

Different ideas and different perspectives on classroom management have long been debated. This study opens a new horizon in classroom management issue by shedding light on the classroom management problems and strategies to overcome these problems by student-teachers at teaching practice courses. The research was designed with a mixed method by using both qualitative and quantitative data from the 4th year students at English language teaching (ELT) department at Balıkesir University. The data were collected through semi-structured interviews with senior students. The main interest of the study was to understand the classroom management problems of ELT student-teachers and their strategies to cope with these problems. The results revealed that classroom management problems generally stem from the noisy and talkative students and crowded classes. The solutions of senior year students include using different teaching methods with well-organised activities and setting good relationships with the students. Keywords: Classroom management, problems, teacher training, classroom management strategies.

scholarly journals Assessing English Language Teaching Student Teachers on Teaching Practice

1970 ◽  
pp. 138-145
Author(s):  
Dhanapati Subedi
Keyword(s):  
Student Teachers ◽  
English Language ◽  
Teaching Practice ◽  
Language Teaching ◽  
Lesson Plan ◽  
English Language Teaching ◽  
Project Work ◽  
Educational Institutions ◽  
Management Communication ◽  
Classroom Dynamics

The implementation of teaching practice in ELT is an effective way in improving practices of our student teachers. This study therefore focuses on assessment of teaching practice conducted by the School of Education, Kathmandu University for M.Ed ELT student teachers. A total of 16 student teachers, 100 students, 16 co- teachers and 16 principals of higher educational institutions involved in the study. The study reveals that there has been an improvement in teaching practice particularly on classroom dynamics. However enough training on lesson plan preparation, presentation, class management, communication skills, evaluation and project work is necessary to our student teachers in order to improve English language teaching. The study is expected to be useful to academic planners, ELT planners, curriculum designers, textbook writers, teachers and practitioners. Key words: Teaching practice, reflection, student-teachers, lesson plan DOI: 10.3126/nelta.v14i1.3102  Journal of NELTA Vol.14, No 1&2, 2009 December Page: 138-145

Innovation and Change in English Language Teaching: Theory and Practice

English Today ◽  
2015 ◽  
Vol 31 (3) ◽  
pp. 59-60
Author(s):  
Chen Ou
Keyword(s):  
English Language ◽  
Teaching Practice ◽  
Language Education ◽  
Theory And Practice ◽  
English Language Teaching ◽  
Theoretical Frameworks ◽  
English Language Education ◽  
The Impact ◽  
Innovation And Change

The book is an edited collection of 18 chapters written by a total of 21 authors from around the world. Chapter 1, which serves as an introduction, outlines the book's structure and scope. The editors, Ken Hyland and Lillian L. C. Wong, define the book's purpose as ‘to offer readers a range of different ways of thinking about innovation in English language education, and different methods of investigating the impact of innovation’ (p. 2). The remaining 17 chapters, which are divided into four sections, discuss a range of topics including theoretical frameworks for education, teacher training, curriculum development, and teaching practice.

scholarly journals Critical Incidents of Transnational Student-Teachers in Central Mexico

2018 ◽  
Vol 20 (1) ◽  
pp. 137-150 ◽  
Author(s):  
Jose Irineo Omar Serna-Gutiérrez ◽  
Irasema Mora-Pablo
Keyword(s):  
Identity Formation ◽  
Student Teachers ◽  
Narrative Analysis ◽  
Critical Incidents ◽  
English Language ◽  
Teaching Practice ◽  
English Language Teaching ◽  
Central Mexico ◽  
The Past ◽  
Transnational Students

This study is an exploration of the life-changing decisions and changes which the participants underwent, and which led them to pursue an education in English language teaching (or languages). The foremost objective of this study was to highlight the critical incidents from the past, present, and teaching practice of transnational students in a BA in TESOL program who are also English teachers in central Mexico. Through a narrative analysis, critical incidents in the lives of transnational student/teachers were identified. The findings of this research showed how the participants could explore their identity formation process through the critical incidents.

scholarly journals Determining the feasibility of an e-portfolio application in a distance education teaching practice course

2012 ◽  
Vol 13 (2) ◽  
pp. 160 ◽  
Author(s):  
Ilknur Kecik ◽  
Belgin Aydin ◽  
Nurhan Sakar ◽  
Mine Dikdere ◽  
Sinan Aydin ◽  
...  
Keyword(s):  
Distance Education ◽  
Preservice Teachers ◽  
Quantitative Data ◽  
English Language ◽  
Cooperating Teachers ◽  
Teaching Practice ◽  
Distance Teaching ◽  
University Supervisors ◽  
Complete Evaluation ◽  
Qualitative And Quantitative

<p>In this study we aim to conduct a complete evaluation of the e-portfolio application in the distance teaching practice course that is part of the Distance English Language Teacher (DELT) program at Anadolu University from the perspective of three groups: university supervisors, preservice teachers, and cooperating teachers. Using a survey on the needs of preservice teachers and how well these were met according to the three groups’ perspectives, we gathered qualitative and quantitative data on the feasibility of the e-portfolio application. Our analysis of the findings revealed that all three groups agreed about the needs of preservice teachers. And despite some minor variance in the perspectives of each group, we determined that e-portfolio applications can meet the majority of the planning, teaching, and reflection needs in the teaching process. We offer suggestions to improve e-portfolio applications so they will better meet preservice teachers’ needs.</p><input id="gwProxy" type="hidden" /><input id="jsProxy" onclick="if(typeof(jsCall)=='function'){jsCall();}else{setTimeout('jsCall()',500);}" type="hidden" /><input id="gwProxy" type="hidden" /><input id="jsProxy" onclick="if(typeof(jsCall)=='function'){jsCall();}else{setTimeout('jsCall()',500);}" type="hidden" /><input id="gwProxy" type="hidden" /><input id="jsProxy" onclick="if(typeof(jsCall)=='function'){jsCall();}else{setTimeout('jsCall()',500);}" type="hidden" /><input id="gwProxy" type="hidden" /><input id="jsProxy" onclick="if(typeof(jsCall)=='function'){jsCall();}else{setTimeout('jsCall()',500);}" type="hidden" />

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