The Impact of Pre-Service Teachers&#39; Reflection on Their Instructional Practices

Self Awareness ◽

Non Profit ◽

Teachers Perceptions ◽

Use Of Technology ◽

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.

iPads in the classroom: teachers’ perspectives post-implementation

Learning and Teaching in Higher Education Gulf Perspectives ◽

10.18538/lthe.v16.n1.321 ◽

2019 ◽

Vol 16 (1) ◽

pp. 14-26

Author(s):

Rob Miles

Keyword(s):

Classroom Management ◽

English Language ◽

Language Teachers ◽

Small Scale ◽

Teachers Perceptions ◽

Language Classrooms ◽

English Language Teachers ◽

Constructivist Epistemology ◽

The Impact ◽

Samr Model

This small-scale qualitative case study aimed to investigate English language teachers’ perceptions of the impact of iPads in classrooms in ideal, actual and realistic terms. The study took place at the end of a five-year initiative that saw iPads introduced to English Language classrooms in a UAE Federal Institution. The investigation was carried out from a constructivist epistemology perspective using observations and interviews, analysed through the lens of the SAMR Model (Puentedura, 2010). While curriculum constraints limited the impact in this initiative, the device has the potential to engage students in collaborative tasks and assist in classroom management. A potential two-dimensional SAMR model is proposed, as are opportunities for further research. ﺗﮭ د ف د را ﺳﺔ اﻟ ﺣﺎﻟ ﺔ اﻟﻧ وﻋﯾ ﺔ اﻟ ﻣ ﺻ ﻐرة ھذه إﻟ ﻰ اﻟﺑ ﺣ ث ﻓ ﻲ ﺗ ﺻ ورا ت ﻣﻌﻠ ﻣ ﻲ اﻟﻠ ﻐﺔ ا ﻹﻧ ﺟﻠﯾ زﯾ ﺔ ﺣول ﺗﺄﺛﯾ ر ا ﻷﺟﮭزة اﻟﻠ وﺣﯾ ﺔ ﻓ ﻲ اﻟﻔ ﺻ ول اﻟد ر ا ﺳ ﯾ ﺔ ﺑ ﺻ و ر ة ﻣﺛﺎﻟﯾ ﺔ و و اﻗ ﻌﯾ ﺔ و ﺣ ﻘﯾﻘﯾ ﺔ. و ﻗد ﺑﻧﯾ ت ھ ذه اﻟد ر ا ﺳ ﺔ ﻋ ﻠ ﻰ ﻣﻧ ظ و ر ﻧ ظ ر ﯾ ﺔ اﻟﻣﻌر ﻓﺔ اﻟ ﺑﻧﺎﺋﯾ ﺔ ﺑﺎ ﺳ ﺗ ﺧ دا م اﻟﻣ ﻼ ﺣ ظ ﺎ ت و اﻟﻣﻘﺎﺑ ﻼ ت ، وا ﻟﺗ ﻲ ﺗم ﺗ ﺣﻠﯾﻠ ﮭﺎ ﻣ ن ﺧﻼل ﻋد ﺳﺔ ﻧ ﻣوذ ج SAMR .(Puentedura, 2010) ( ﻓﺑﺎﻟ رﻏم ﻣ ن أ ن ﻗﯾ ود اﻟ ﻣﻧﺎ ھﺞ ﺣد ت ﻣ ن ﺗﺄﺛﯾ ر ا ﻷﺟﮭزة اﻟﻠ و ﺣ ﯾ ﺔ إ ﻻ أ ن ﻟ دﯾ ﮭﺎ اﻟ ﻘد ر ة ﻋ ﻠ ﻰ إ ﺷ ر ا ك اﻟط ﻼ ب ﻓ ﻲ اﻟﻣﮭﺎم اﻟ ﺗ ﻌﺎ و ﻧﯾ ﺔ و اﻟﻣ ﺳ ﺎ ﻋ دة ﻓ ﻲ إ دا ر ة اﻟ ﻔ ﺻ و ل اﻟد ر ا ﺳ ﯾ ﺔ. ﺗﻘﺗ ر ح ھ ذه اﻟد ر ا ﺳ ﺔ ﻧ ﻣو ذ ج SAMR ذو أﺑ ﻌﺎد ﺛﻧﺎﺋﯾﺔ، ﺑﺎ ﻹ ﺿ ﺎﻓﺔ إﻟ ﻰ ﻓ ر ص ﻹﺟرا ء ﻣزﯾد ﻣ ن اﻟﺑ ﺣو ث.

Classroom management problems pre-service teachers encounter in ELT

Cypriot Journal of Educational Sciences ◽

10.18844/cjes.v13i4.3184 ◽

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 ◽

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.

The Impact of Classroom Management on Students’ Communication Skills in English Language Classrooms

Language Testing in Focus: An International Journal ◽

10.32038/ltf.2020.02.03 ◽

2020 ◽

Vol 2 ◽

pp. 22-33

Author(s):

Neda Moradi

Keyword(s):

High School Students ◽

Classroom Management ◽

Communication Skills ◽

Student Development ◽

English Language ◽

Management Style ◽

School Students ◽

Learning Abilities ◽

The way the teacher manages and controls the classroom plays an important role in enhancing students’ learning abilities. Teachers apply different styles of classroom management based on their attitude to student development and learning, each of which can have different effects on students. The main purpose of this study was to investigate the impact of classroom management on students’ communication skills in English language teaching. Interventionist style, Interactive style and Non-Interventionist style are considered based on Wolfgang and Gleickman theory as three types of classroom management styles. The study population was all female secondary high school students in Iran, Bojnourd city in the academic year 2019-2020. The classroom management style of English language teachers was measured by using the Wolfgang and Gleikman Classroom Management Questionnaire in a sample of 20 teachers. Based on the results of the data analysis, the students of the interaction oriented teachers have higher and stronger communication skills compared to the students of the interventionist teachers.

An Investigation of Learner Autonomy in Turkish EFL Context

International Journal of Higher Education ◽

10.5430/ijhe.v6n2p89 ◽

2017 ◽

Vol 6 (2) ◽

pp. 89 ◽

Cited By ~ 1

Author(s):

Dilek Cakici

Keyword(s):

Student Teachers ◽

Prospective Teachers ◽

English Language ◽

Learner Autonomy ◽

Study Data ◽

Teachers Perceptions ◽

Efl Context ◽

Gender Based ◽

General Aspects

This study investigated the teachers’ perceptions as to what extent learners should be involved in decision making processes concerning the general aspects of learner autonomy. The primary aim of the research was to find out learning autonomy perceptions of Turkish prospective teachers of English. It is also aimed to explore the effect of gender on the views held by prospective English as a foreign language (EFL) teachers. To this end, a total of 88 senior students (54 females, 34 males) in the Department of English Language Teaching (ELT) at Ondokuz Mayıs University participated in this study. Data were collected by the questionnaire “Learner Autonomy: the Teachers’ Views” developed by Camilleri (1997). The obtained data were analyzed and interpreted in the form of percentage level for related items. The results of this study indicated that EFL student teachers seem to be ready to take more responsibility and control for their own learning in certain aspects of learner autonomy, whilst in some other areas they still demand teacher’s support and guidance. Furthermore, the results demonstrated that overall males and females held similar views about learner autonomy in EFL context. However, a significant gender-based difference was reported in three items.

“Teacher, I need to show you a foreigner I have been talking to on my cellphone!” Unveling students’ understanding about technology use for enhancing the speaking skill in English language

BELT – Brazilian English Language Teaching Journal ◽

10.15448/2178-3640.2018.2.31946 ◽

2019 ◽

Vol 9 (2) ◽

pp. 433

Author(s):

Marlon Machado Oliveira Rio

Keyword(s):

English Learners ◽

Technology Use ◽

English Language ◽

Working Environments ◽

Use Of Technology ◽

Learning Path ◽

Speaking Skill ◽

The Impact ◽

Society Today

The oral skill has been lately studied by researchers in the English Language Teaching field (ELT), once it is considered one of the hardest ones to be improved (Bygate, 2009). Some solutions have been suggested within the ELT literature as to assist students on this skill’s improvement (Lucas, 2001). Additionally, technology has taken its valuable position in society today, circumscribing the scholastic and working environments. Entangling both topics (the speaking skill and digital technology), this article displays an initial1 research carried out with English learners worldwide, in which pupils could voice their opinions concerning the use of digital technologies in their English learning path alongside the impact of them in fostering pupils’ oral skill. Preliminary results show both negative and positive views regarding the use of technology and the oral skill’s improvement.

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

Education Quarterly Reviews ◽

10.31014/aior.1993.04.04.407 ◽

2021 ◽

Vol 4 (4) ◽

Author(s):

M. Pınar Babanoğlu ◽

Keyword(s):

Student Teachers ◽

Primary Schools ◽

English Language ◽

Cooperating Teachers ◽

Teaching Practice ◽

University Supervisors ◽

Teaching Practicum ◽

Global Pandemic ◽

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.

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

10.31219/osf.io/be6n9 ◽

2021 ◽

Author(s):

M. Pınar Babanoğlu

Keyword(s):

Student Teachers ◽

Primary Schools ◽

English Language ◽

Cooperating Teachers ◽

Teaching Practice ◽

University Supervisors ◽

Teaching Practicum ◽

Global Pandemic ◽

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.

Student Teachers’ Perceptions about the Teaching Practice Supervisors’ role in developing their Instructional Practices

Journal of Educational and Psychological Studies [JEPS] ◽

10.24200/jeps.vol3iss2pp89-106 ◽

2009 ◽

Vol 3 (2) ◽

pp. 89

Author(s):

Shahinaz Eissa ◽

Raed Rbu-latifeh

Keyword(s):

Classroom Management ◽

Student Teachers ◽

Instructional Practices ◽

Teaching Practice ◽

Classroom Teacher ◽

Instructional Planning ◽

Teachers Perceptions ◽

Education Data ◽

Instructional Evaluation ◽

The University

The study aimed at exploring Student Teachers' Perceptions about the Teaching Practice Supervisors' role in developing their instructional practices at the University of Jordan. The sample of this study consisted of (79) students, (40) of them were specialized in Classroom Teacher Education and (39) in Childhood Education. Data was collected using a 39- item questionnaire covering four fields: instructional planning, instructional performance, classroom management and instructional evaluation. The findings of this study indicated a strong effect of the teaching practice supervisors' role. Besides, there were no significant statistical differences in the mean scores of student teachers' perceptions due to gender and interaction between gender and specialization. However, there was a significant statistical difference due to specialization.

STUDENT TEACHERS’ PERCEPTIONS OF THEIR READINESS FOR THE INTERNSHIP

SUAR BETANG ◽

10.26499/surbet.v13i1.42 ◽

2018 ◽

Vol 13 (1) ◽

Author(s):

Amanda Vira Maharani

Keyword(s):

Qualitative Study ◽

Student Teachers ◽

Data Reduction ◽

English Language ◽

Primary Field ◽

State University ◽

Data Display ◽

Teachers Perceptions ◽

Almost All

This descriptive qualitative study aims to investigate English student teachers’ perceptions of their readiness to take the internship regarding some aspects. The data were mainly collected through interviews. The interviewees were six students in the sixth semester of ELT program of the State University of Malang. The researcher recruited six student teachers with high, average, and low achievement based on their GPA. The data were analyzed descriptively according to three steps which consist of data reduction, data display, and conclusion drawing. The research showed that the student teachers were still feeling not ready enough in some aspects. The first aspect is almost all of them had an issue with the duration of the internship that is too short. Second, not all the student teachers majoring English Language Teaching have a desire to be a teacher although teaching is the primary field of work that they have been prepared for throughout their university study. Third, another factor that makes them feel unready is anxiety. Fourth, from the content courses aspect, there was an issue with the seq uences of the courses that made student teachers confused in planning a lesson. Lastly, regarding skill courses, the respondents thought the courses are already adequate, and they already got good scores, but they stated that they still have some issues with it(Persepsi Mahasiswa KPL tentang Kesiapan Mereka untuk Menjalani KPL Keguruan)Penelitian deskriptif kualitatif ini bertujuan untuk mencari tahu kesiapan mahasiswa KPL Jurusan Sastra Inggris untuk menjalani KPL Keguruan di beberapa aspek. Data penelitian ini didapatkan melalui wawancara. Subjek yang diwawancai adalah enam mahasiswa semester enam dari Pendidikan Bahasa Inggris, Universitas Negeri Malang. Peneliti merekrut enam mahasiswa KPL dengan prestasi tinggi, sedang, dan rendah berdasarkan IPK. Data penelitian dianalisis berdasarkan tiga tahapan yang terdiri atas reduksi data, penyajian data, dan penarikan simpulan. Penelitian menunjukkan bahwa mahasiswa KPL masih belum siap di beberapa aspek. Aspek pertama adalah hampir semua dari enam mahasiswa KPL memiliki pemikiran bahwa durasi dari KPL Keguruan terlalu singkat. Kedua, tidak semua mahasiswa KPL Pendidikan Bahasa Inggris memiliki minat untuk menjadi guru walaupun mengajar adalah peluang kerja yang dipersiapkan selama belajar di universitas. Ketiga, faktor lain yang membuat mereka tidak siap adalah kegelisahan. Keempat, dari aspek mata kuliah konten terdapat isu tentang urutan mata kuliah yang membuat mahasiswa KPL bingung tentang perencanaan pembelajaran. Terakhir di aspek mata kuliah kecakapakan berbahasa Inggris, responden mengatakan bahwa mata kuliah tersebut sudah cukup membantu dan nilainya sudah mencukupi, tetapi mereka masih memiliki beberapa permasalahan