scholarly journals An Evaluation Model of Teaching Practicum of Pre-Service EFL Teachers at the Faculty of Education and Teacher Training in Higher Education

2018 ◽  
Author(s):  
Arab World English Journal ◽  
Syamsudarni ◽  
Sahraini
Keyword(s):  
Preservice Teachers ◽  
Teacher Training ◽  
Student Teachers ◽  
Teaching Practice ◽  
Evaluation Model ◽  
Teaching Skills ◽  
Teaching Practicum ◽  
Efl Teachers ◽  
Research Questions ◽  
Faculty Of Education

This research generates a product, namely the guiding book for the evaluation of micro teaching of student teachers at the Faculty of Education and Teacher Training of IAIN Palopo (State Islamic Institute) Indonesia, and the instruments used to evaluate the practice of micro teaching at the faculty. The following research questions were addressed: 1. How was the evaluation model of mirco teaching practice at the Faculty of Education and Teaching Training of IAIN Palopo? 2. How were the constructed instruments used to evaluate the practice of micro teaching at the Faculty of Education and Teaching Training of IAIN Palopo? The aim of the study is to produce a guiding book for the evaluation of micro teaching of pre-service teachers at IAIN PAlopo.The book comprises of procedures and guidelines for performing the evaluation of the practice of micro teaching, as well as ways to analyze the results of the evaluation. On the other hand, the instruments generated were employed to evaluate the basic competence of the student teachers’ teaching performance. This book is beneficial for the lecturers teaching micro teaching skills and other related subjects. It can be an ideal handbook for both the lecturers and preservice teachers in that the instruments created have been validated and tested; hence, it is valid and reliable. Also, teaching practice is one of the core topics that the students are supposed to undertake before they jump into the placement, or teaching practicum placed in some schools. Therefore, the provision of this book will significantly help lecturers, students, not to mention the education instution because it can be used either in the classroom or micro teaching lab at the Islamic institute.

Preservice Student-Teachers’ Perceptions of Themselves as Teachers- Experience from Teaching Practicum

2017 ◽  
Vol 6 (2) ◽  
pp. 330
Author(s):  
Vasiliki Fotopoulou
Keyword(s):  
Preservice Teachers ◽  
Identity Formation ◽  
Student Teachers ◽  
Teaching Practice ◽  
Transformation Process ◽  
Theory And Practice ◽  
Teaching Activity ◽  
Teaching Practicum ◽  
Teachers Perceptions ◽  
Third Stage

The importance and significance of the role of pre-service teachers’ education in building up their identity formation is well-recognized. This work investigates one dimension of this complex formation: how pre-service teachers perceive themselves as teachers in a pre-service teacher education compulsory course of teaching practice in Greece. An experience report from a teaching practicum is presented based on a qualitative analysis of anonymous questionnaires (N=144). Our analysis reveals that student-teachers are engaged in a process of transformation which encompasses from the academic preparation to the teaching reality. We identify three interconnected stages in this transformation process: i) first contact (e.g., choice and field of their studies, relation between theory and practice), ii) familiarization (e.g., get in touch with teaching activity, with the space and the operation of kindergarten, collaboration with teachers), and iii) function (e.g., interaction with pupils, acquiring experience, acting as teachers). According to the data analysis, preservice teachers tend to attribute greater importance to specific elements of each stage. More specifically, the choice and field of their studies as well as the teaching activity (planning, implementation and feedback) were underlined as very important elements in the second and third stage respectively, while a great number of preservice students highlighted the interaction with students in the classroom as well as their act and operation as teachers in the third stage. Summing up, our findings indicate that pre-service teachers perceive themselves as teachers through four-correlated to each other in a bidirectional manner- issues: the academic framework, the teaching activity, themselves acting as teachers, and the students. Furthermore, the aforementioned four issues point out that pre-service teachers’ perceptions are not stable but are subjected to a transformative process that take place during their teaching practice. Accordingly, the findings of this study could provide a conceptual framework that incorporates pre-service teachers’ perceptions and examine teachers’ identity formation from this specific perspective of pre-service studies.

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.

Towards a Culturally Reflective Practitioner

2020 ◽  
pp. 143-197
Author(s):  
Karin Vogt
Keyword(s):  
Professional Development ◽  
Preservice Teachers ◽  
Student Teachers ◽  
Teaching Practice ◽  
Intercultural Development ◽  
Group Discussions ◽  
Teaching Practicum ◽  
Practice Experience ◽  
Learning Development ◽  
The Uk

Since 2007, it has been possible for student teachers based in Europe to complete a teaching practicum at a school abroad, supported by the European flagship mobility programme ERASMUS. The focus of this study was on 35 undergraduate preservice teachers who completed a three-month teaching practicum placement in the UK and Ireland. Data from reflective reports was content analysed and completed with focus group discussions six months after the students' stay abroad. On the basis of the reflective reports, a case study was additionally collated that focussed on their intercultural learning development. The findings indicate an interconnection of linguistic, intercultural, and professional development with professional development as the most prominent and the intercultural development as a rather neglected one. Suggestions on how to design a formal instruction element based on the principles of cultural (peer) mentoring and guided cultural reflection as part of the teaching practice experience are outlined.

scholarly journals Interventions to Improve a Practicum Course for EFL Teachers in Saudi Arabia

2021 ◽  
Author(s):  
Khadija A. Alamoudi
Keyword(s):  
Student Teachers ◽  
Evaluation Method ◽  
Teaching Practice ◽  
Peer Observation ◽  
Observation Report ◽  
Efl Teachers ◽  
Most Significant Change ◽  
Research Questions ◽  
Practice Time

Although the Teaching Practicum (TP) course makes a significant contribution in preparing teachers, it remains lacking in many essential aspects. To fill in the gaps regarding literature, this research paper was designed to explore the views of three Master of Art (MA) TESOL student-teachers on the advantages they gained and challenges they faced during their TP course at a Saudi university. Participants were interviewed, observed, and the two reflective assignments of the course were analyzed to find answers to the research questions. The research questions focused on the instructional benefits of the TP course and the interventions needed to enhance the effectiveness of the course. The findings revealed that the practical teaching component was the most helpful part of the course and the peer-observation report was the most appropriate evaluation method. Moreover, the study found that the limitedness of the teaching timeframe poses a significant challenge, and hence increasing the teaching practice time was the most significant change the participants suggested. Finally, the study recommends interventions that will help improve the quality of the TP course.

scholarly journals Interventions to Improve a Practicum Course for EFL Teachers in Saudi Arabia

2021 ◽  
Vol 12 (1) ◽  
pp. 59-70
Author(s):  
Khadija A. Alamoudi
Keyword(s):  
Student Teachers ◽  
Evaluation Method ◽  
Teaching Practice ◽  
Peer Observation ◽  
Observation Report ◽  
Efl Teachers ◽  
Most Significant Change ◽  
Research Questions ◽  
Practice Time

Although the Teaching Practicum (TP) course makes a significant contribution in preparing teachers, it remains lacking in many essential aspects. To fill in the gaps regarding literature, this research paper was designed to explore the views of three Master of Art (MA) TESOL student-teachers on the advantages they gained and challenges they faced during their TP course at a Saudi university. Participants were interviewed, observed, and the two reflective assignments of the course were analyzed to find answers to the research questions. The research questions focused on the instructional benefits of the TP course and the interventions needed to enhance the effectiveness of the course. The findings revealed that the practical teaching component was the most helpful part of the course and the peer-observation report was the most appropriate evaluation method. Moreover, the study found that the limitedness of the teaching timeframe poses a significant challenge, and hence increasing the teaching practice time was the most significant change the participants suggested. Finally, the study recommends interventions that will help improve the quality of the TP course.

Enhancing EFL Teachers’ Pronunciation Pedagogy Through Professional Learning: A Vietnamese Case Study

RELC Journal ◽  
2020 ◽  
pp. 003368822095247
Author(s):  
Loc Tan Nguyen ◽  
Jonathan Newton
Keyword(s):  
Professional Learning ◽  
Classroom Practice ◽  
Teaching Practice ◽  
Teaching Skills ◽  
Structured Interviews ◽  
Teachers Perceptions ◽  
Efl Teachers ◽  
Teacher Professional ◽  
Teachers Professional Development ◽  
The Impact

The role of teacher professional learning (TPL) in assisting teachers to teach pronunciation in English as a second/foreign language (ESL/EFL) contexts has received little attention. The study reported in this paper extends this line of research by investigating how six EFL teachers at a Vietnamese university transform and integrate the pronunciation pedagogical knowledge they received from a TPL workshop into teaching practice. It then examines the teachers’ perceptions of the impact of the workshop on their knowledge gains and pronunciation teaching skills. Data were collected from seven lesson plans designed by the teachers, video recordings of 24 subsequent classroom observations, and six individual semi-structured interviews. The study adopted a content-based approach to qualitative data analysis. The findings show that the teachers were all able to translate TPL into classroom practice of pronunciation teaching. The findings further show that workshops designed and implemented in accordance with research-based TPL principles can be effective for promoting teachers’ knowledge of pronunciation pedagogy and refining their pronunciation teaching skills. The study has implications for ESL/EFL teachers’ professional development in pronunciation teaching.

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

scholarly journals Investıgatıon of Reflectıve Teachıng Practıce Effect on Traınıng Development Skılls of The Pre-servıce Teachers

2017 ◽  
Vol 5 (6) ◽  
pp. 232
Author(s):  
Ufuk Töman
Keyword(s):  
Elementary Science ◽  
Reflective Thinking ◽  
Teaching Practice ◽  
Thinking Skills ◽  
Practice Effect ◽  
Elementary Science Education ◽  
Reflective Teaching ◽  
Teaching Skills ◽  
Faculty Of Education ◽  
Work Done

This study aims to investigate the effect of the reflective teaching practice on the development of teaching skills of the pre-service teachers. This study is designed in the form of action research due to the nature of the case examined. The participants were 32 pre-service teachers at Bayburt University Faculty of Education Department of Elementary Science Education. Observation forms were used to collect the data for study. The qualitative data obtained were analysed using the content analysis method. Data on the distribution of teachers according to their level for teaching skills and statistical analysis frequency (f) and percentage (%) is used. The work of reflective thinking, planning is a course for pre-service teachers participating in this study to contribute to the professional development for the implementation and evaluation. The work done to improve the process of reflective thinking of pre-service teachers is determined to have a level reflecting the start of the insufficient field. Processes that were put forward in the later stages in the development of teaching skills. In this context, experience of pre-service teachers and reflection on these experiences provide that reflective thinking skills development for the planning, implementation and evaluation of a lesson.

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