scholarly journals Pre-service Teachers’ Perceptions About a Course Including Conversation Practice with Teacher Training Students from Abroad

2021 ◽  
Vol 45 (2) ◽  
pp. 3
Author(s):  
Wendy Tada
Keyword(s):  
Teacher Training ◽  
Language Teachers ◽  
First Year ◽  
Exchange Students ◽  
Communication Course ◽  
Teachers Perceptions ◽  
Past Experiences ◽  
Prior Experiences ◽  
Japanese Schools ◽  
Teacher Training Students

This study aimed to identify pre-service teachers’ views and experiences after participating in a compulsory communication course including impromptu conversation practice with exchange students as well as to make recommendations for future courses by understanding their views through their prior experiences. Their past experiences are extremely likely to influence their ability to communicate with assistant language teachers (ALTs) in Japanese schools especially in relation to impromptu conversations. Thus, in 2019, a communication course was developed for first-year pre-service teachers that included impromptu conversation practice for three lessons with six teacher training students (TTSs) on MEXT scholarships and two exchange students. After the course, Japanese students completed a survey and the results indicated that due to the conversation practice many students grasped a better understanding of their language ability, gained motivation to communicate with foreigners, and most students felt three or more lessons are suitable for such practice. The results underscore the need for classes focusing on impromptu conversation practice to better prepare pre-service teachers to work with ALTs. 本研究は、交換留学生と即興で行う会話練習を含む、必修のコミュニケーションコースを受講した教育実習生たちの経験や見解等を調査し、その調査結果から得られる教育的示唆を明らかにすることを目的としている。教育実習生たちの事前の学習経験は、実際の教育実習で彼らが外国語指導助手（ALT）とコミュニケーションをとることができる能力、特に即興でやりとりすることができる能力に、きわめて大きな影響を与えると予想される。それゆえ、筆者は、2019年に交換留学生2人と日本の文部科学省（MEXT）の資金援助を受けている教員研修留学生(TTS)6人が参加する3コマ（1コマ90分）の会話レッスンを含むコミュニケーションコースを開設し、同コースに参加した1年生の教育実習生27人に対して調査を行った。その調査結果によれば、留学生との会話練習は、多くの学生に自分の言語能力をより良く理解させ、外国人とコミュニケーションを図ろうとする意欲を向上させるものであった。また、大分部の学生は3コマ以上の会話レッスンが適切であると感じていた。この調査結果は、ALTと将来一緒に授業をする教育実習生のレベルを向上させるためには、即興で行う会話練習に焦点を当てたクラスが必要であることを強く示している。

scholarly journals BUZZ GROUP-BASED STRATEGY IN EFL READING CLASSROOM

2020 ◽  
Vol 4 (1) ◽  
Author(s):  
Juang Kurniawan Syahruzah
Keyword(s):  
Reading Comprehension ◽  
Teacher Training ◽  
First Year ◽  
English Department ◽  
Female Teacher ◽  
Standard Measurement ◽  
Post Test ◽  
Reading Text ◽  
Teacher Training Students

The intention of this study is to describe the effectiveness of buzz group in EFL reading classroom of English Department students of PGRI University. The comprehension analysis is intended by comparing the answer of EFL reading classroom students in reading exercises. In order to sequence the reading comprehension of the EFL reading classroom the pre-test and post-test of reading exercises are measured. The experiment of reading comprehension includes the recruitment of 40 students of EFL reading classroom, the training, and exercising of reading text in reading exercises. These students are all first-year female teacher training students at PBI-UPY and aged between 17 and 23. The measurement is compare with pre-test and post-test of reading exercises. Standard measurement is comparison of students answer in pre-test and post-test of reading exercises.

scholarly journals The Role of Humour in Teaching: Teacher Training Students’ Image of Teacher and Views on Teaching

2020 ◽  
Vol 12 (2) ◽  
pp. 84-98
Author(s):  
Erzsébet Szentes ◽  
Zsófia-Irén Horváth ◽  
Katalin Harangus
Keyword(s):  
Teacher Training ◽  
Teacher Candidates ◽  
First Year ◽  
Left Behind ◽  
First Year Teacher ◽  
Institutional Learning ◽  
Main Determinants ◽  
The Relationship ◽  
Teacher Training Students

AbstractA common question in teacher training is what trace is left behind by (many years of) institutional learning, that is, what kind of teacher and teaching image a teacher candidate starts his or her preparation with. The main determinants of becoming a teacher are the experiences gained as a student. The source of their approach and views is personal school experience, which can influence their professional development. In our study, we will discuss how future teachers think about the relationship between humour and school, humour and education. In the initial phase of our study, we asked first-year teacher training students about good and bad teachers in order to gain an insight into their views on teachers’ personality and work. After this, we used metaphor analysis to investigate teacher characteristics/qualities that approached the concept of teacher to novel, humorous-playful images. In this phase of our study, we focused on what effective communication tools they have for dealing with tensions and conflicts and the role of humour and playfulness. Not only research (Tisljár 2011; Lazarus, Role, and Genga 2011) but also everyday experience proves that there are a lot of practices in humour that can be learnt and that can shape personality, logic, and memory. The personality of the teacher cannot be formed, or it is very difficult to form, so teacher training has the potential to assist teacher candidates in acquiring skills that help them develop students’ cognitive and affective abilities in a fun way.

scholarly journals Tracking plagiarism electronically: First-year students' perceptions of academic dishonesty and reports of cheating behaviour in the basic communication course

2012 ◽  
Vol 8 (2) ◽  
Author(s):  
Joseph Mazer ◽  
Stephen Hunt
Keyword(s):  
Teacher Training ◽  
Academic Dishonesty ◽  
Self Report ◽  
First Year ◽  
First Year Students ◽  
Communication Course ◽  
Electronic Submission ◽  
Basic Communication Course ◽  
Course Material ◽  
Basic Communication

This study explored how electronic submission of course material, intended to deter instances of plagiarism, influenced first-year students' perceptions of academic dishonesty and reports of cheating behaviour in a large, multi-section basic communication course. Results reveal that electronic submission of course material results in first-year students being less likely to self-report engaging in cheating behaviours and heightens their appreciation and awareness of what constitutes academic dishonesty. Implications for classroom pedagogy, course management, and teacher training are discussed.

scholarly journals The Interaction of Code-switching and EFL Teachers’ Perceptions on their Teacher Identity Development

2019 ◽  
Vol 10 (1) ◽  
pp. 163
Author(s):  
Suna Altun
Keyword(s):  
Identity Development ◽  
Language Learning ◽  
Teacher Identity ◽  
English Language ◽  
Code Switching ◽  
Language Teachers ◽  
Teachers Perceptions ◽  
Individual Interviews ◽  
Language Classrooms ◽  
Past Experiences

This study aimed to explore pre-service English language teachers` perceptions of code-switching (CS) in language classrooms and how their perceptions affect their teacher identity development. Three pre-service teachers from a private university in Istanbul, Turkey participated in the study. The data were collected through semi-structured individual interviews and graphic elicitation tasks. The data were analyzed and codes were obtained, which later on provided three main themes: the effect of past experiences, perceptions towards CS, and identity development. It was discussed that the pre-service teachers’ past language learning experiences influenced their CS perception both of which in turn affected their identity as self and the practice they demonstrated as language pre-service teachers. It is implied that pre-service teachers’ identity development together with influencing factors such as language choice in EFL classrooms can be incorporated into the teacher education programs.

scholarly journals Iranian EFL Teachers' Perceptions Toward Teacher Training Courses

2021 ◽  
Vol 4 (12) ◽  
pp. 63-76
Author(s):  
Atefeh Nikoobin
Keyword(s):  
Teacher Training ◽  
Point Of View ◽  
Language Teachers ◽  
Teachers Perceptions ◽  
Interview Session ◽  
Efl Teachers ◽  
The Status ◽  
Training Courses ◽  
Teachers Attitudes ◽  
Teachers Perspectives

The present study aimed to evaluate teacher training courses (TTCs) in several institutes in Isfahan, Iran, to explore the teachers' perspectives on the status and characteristics of this program. More specifically, this study sought language teachers' perceptions on the aspects (duration, intensity, instructors, practicum) and contents (topics covered in the program, teaching the skills, theory) of the TTC program they attended. For this purpose, 34 language teachers were required to fill out a questionnaire to explore participant teachers' attitudes toward the TTC program elements. Furthermore, the teachers were invited to an interview session in order to share their opinions about the overall usefulness of teacher training courses they had attended. The findings revealed that, overall, the teachers were satisfied with different elements of this program. From the teachers ' point of view, the most useful aspect and content of the program were "instructors" and "teaching the skills", respectively.

scholarly journals “I Wanted a Profession That Makes a Difference”—An Online Survey of First-Year Students’ Study Choice Motives and Sustainability-Related Attributes

2021 ◽  
Vol 13 (15) ◽  
pp. 8273
Author(s):  
Anna Oberrauch ◽  
Helga Mayr ◽  
Ivan Nikitin ◽  
Tanja Bügler ◽  
Thorsten Kosler ◽  
...  
Keyword(s):  
Higher Education ◽  
Teacher Training ◽  
Self Efficacy ◽  
Higher Education Institutions ◽  
Efficacy Beliefs ◽  
First Year ◽  
Extrinsic Factors ◽  
First Year Students ◽  
Teacher Training Students ◽  
Study Choice

Higher education institutions are obligated to facilitate students in the development of sustainability competencies, which enable them to act as “change agents” in their future profession-specific environment. Therefore, students’ study motives, prior knowledge, attitudes, and experiences regarding sustainability should be considered when designing Education for Sustainable Development (ESD) programmes. The present study compares first-year students in teacher training with first-year students in other study programmes and explores their study choice motives as well as sustainability-related conceptions, engagement and self-efficacy beliefs using a semi-standardised online questionnaire. Results show that the choice of study is dominated by intrinsic factors and the relevance of extrinsic factors differs by degree programmes with lower extrinsic values for the teacher training students. Regarding sustainability, we find simple and often unelaborated concepts. Teacher training students show significantly higher scores than non-teacher training students regarding the sustainability-related behavioural domain and self-efficacy beliefs. In addition, a gender gap increasing with age and with lower sustainability scores for older males could be identified but only for teacher training students. In conclusion, the results show valuable starting points as well as challenges that should be considered when designing target-oriented learning processes in (inter)disciplinary sustainability courses at higher education institutions.

scholarly journals Foreign Language Teachers’ Professional Development through Peer Observation Programme

2016 ◽  
Vol 9 (10) ◽  
pp. 39 ◽  
Author(s):  
Luis Miguel Dos Santos
Keyword(s):  
Professional Development ◽  
Hong Kong ◽  
Teaching Practice ◽  
Language Education ◽  
Language Teachers ◽  
Peer Observation ◽  
Good Tool ◽  
Teachers Perceptions ◽  
Teachers Professional Development ◽  
Observation Programme

<p>The<strong> </strong>purpose of the research is to explore the development of peer-observation programme for the use of an extension language school in Hong Kong. The research objectives were to explore teachers’ perceptions on a peer observation programme as a means to improve teaching practice, examine how teachers make sense of the peer observation programme after they have taken part in it and to suggest alternative approaches and measures by which schools can improve peer observation programmes in schools.</p><p>Data was collected from six teachers who participated in peer observation programme in Hong Kong through an interview process. The research has found out that peer observation can be a good tool for continuous professional development for teachers in order to develop their teaching strategies. This is especially important within the field of language education. From the analysis, most teachers are wary of the practicalities of peer observation due to the sensitivity that is associated with it. The research also found out that teachers think that if the peer observation approach is well developed, it can be potentially interesting or generate excitement among teachers.</p>

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