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.

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.

Opportunities and Obstacles in the Competency-Based Training and Assessment of Primary Teachers in England

1999 ◽  
Vol 69 (1) ◽  
pp. 1-29 ◽  
Author(s):  
Denis Hayes
Keyword(s):  
Teacher Training ◽  
Student Teachers ◽  
Primary Teachers ◽  
Competence Model ◽  
Qualified Teacher ◽  
Competency Based ◽  
Training Institutions ◽  
Competence Acquisition ◽  
The Impact

In this article, Denis Hayes discusses the competence model for teacher training in England in the 1990s. This model uses Circulars — policy guidelines that list competence statements — to outline the level of achievement that student teachers must reach before obtaining qualified teacher status. Hayes considers the impact that the competence approach to monitoring standards of achievement has had on teacher-training institutions and student teachers. He explores questions of terminology and examines the limitations of using a competence model, the difficulties of separating competences for the purposes of assessment and of structuring competence statements in a hierarchy that reflects the way that student teachers progress in their ability to teach. He presents a case study based on his own institution's attempt to develop a hierarchy of competence acquisition and cautions that a competence approach to the training and assessment of teachers is extremely complex. Hayes concludes that, in aligning their programs with the statutory competence model, teacher-preparation institutions must not neglect the developmental aspect of the skills that enable student teachers to reach the competences.

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 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 Just Doing Our Jobs: A Case Study of Literacy-in-Action in a Fifth Grade Literature Circle

2014 ◽  
Vol 16 (1) ◽  
pp. 53 ◽  
Author(s):  
Kimberly Lenters
Keyword(s):  
Literature Circles ◽  
Unintended Consequences ◽  
Fifth Grade ◽  
Literature Circle ◽  
Meaningful Literacy ◽  
Grade Classroom ◽  
The Way

This case study examines the use of literature circles in a fifth grade classroom. Using the concept of literacy-in-action, it examines the question of why, in spite of critique, the use of defined student roles continues to dominate literature circle pedagogy. The study’s examination of the interaction of people, objects, practices and meanings associated with this particular classroom’s literature circles, demonstrates the way in which reliance on one particular literacy object, the role sheet, worked to radically alter the intended pedagogical purpose and meanings set out by those who first popularized literature circles. Through its travels to and from the fifth grade classroom, the role sheet accumulated an increasing status or power, along with a peculiar resistance to critique. The examination sheds light on the tensions and contradictions that arise when an instructional routine is transplanted from one context to another, a phenomenon occurring daily in classrooms worldwide. The findings illustrate the unintended consequences that arise when a literacy object is used as a proxy for the human mediation traditionally, and necessarily, associated with meaningful literacy pedagogies.

scholarly journals Object in View

2020 ◽  
Vol 10 (4) ◽  
pp. 1040-1063
Author(s):  
John Straker
Keyword(s):  
International Student ◽  
English Language ◽  
First Year ◽  
Language Competence ◽  
Group Data ◽  
Holistic Understanding ◽  
Depth Analysis ◽  
Focus Group Data ◽  
The Impact

The literature on international student participation in Anglo-Western universities is predicated on an assumption of underachievement. Reductive understandings prevail with English language competence and cultural background highlighted. Drawing from a case study of group work in a first-year module in a management course at an internationalizing university in the United Kingdom, this article explores students’ perceptions of the impact of English language competence on participation. The case study, which aimed at a holistic understanding, adopted an activity theoretical framework for modeling participation and for analyzing focus group data. Four educational objects were identified with the construct “object in view” employed in recognition of the plurality of the object. The in-depth analysis focused on the object. Although focus groups traversed a range of topics, English language competence was widely discussed. However, the analysis suggests that the extent English language was perceived as an issue was relative to the object in view.

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