scholarly journals An Evaluation of the School-Based Teaching Practice in the Training of EFL Teachers by the English Department of the Faculty of Arts in Ljubljana

2008 ◽  
Vol 5 (1-2) ◽  
pp. 185-198
Author(s):  
Janez Skela ◽  
Urška Sešek ◽  
Mihaela Zavašnik
Keyword(s):  
Teaching Practice ◽  
Teaching Experience ◽  
Language Teachers ◽  
Teacher Education Programs ◽  
Professional Identification ◽  
School Based ◽  
Efl Teacher ◽  
Efl Teachers ◽  
Practice Teaching ◽  
Ongoing Evaluation

In the introduction, the article outlines the context of the practical EFL teacher training at the Faculty of Arts in Ljubljana and provides the general rationale for this component of teacher education programs. The article then focuses on the results of an ongoing evaluation of the school-based teaching practice program for future EFL teachers (which included over 500 participants) from its inception to the present. The instruments used in the evaluation were questionnaires filled in by all the participating students and their mentors, and essay reports written by the students after each of the two obligatory practice weeks. The quantitative and qualitative data complement each other and confirm that school-based teaching practice is of key importance for shaping future language teachers. The large majority of students and mentors judge their practice teaching experience as positive. An active encounter with their future professional reality is also a major milestone in the students’ process of professional identification. The study also points out some aspects of the school-based teaching practice which should be further developed. Unfortunately, as can be seen from the conclusion, the current promises / the reality of the Bologna reform do not provide much cause for optimism.

scholarly journals Indonesian EFL Teachers Professional Knowledge Development during Their Participation in TSG: A Case Study

2016 ◽  
Vol 9 (8) ◽  
pp. 62
Author(s):  
Feni Munifatullah ◽  
Bachrudin Musthafa ◽  
Wachyu Sundayana
Keyword(s):  
Teaching Practice ◽  
Practical Knowledge ◽  
Group Discussion ◽  
Professional Knowledge ◽  
Teaching Experience ◽  
Knowledge Development ◽  
Teacher Study Group ◽  
Pedagogical Content ◽  
Efl Teachers ◽  
Asian Context

<p>The study examines three new EFL teachers professional knowledge development through discussion in a <em>Teacher Study Group (TSG)</em> in Indonesian (Asian) context. These three participants have less than five year-teaching experience and teach junior high schools in Bandarlampung in the time of the study. The data were collected through audio-visual recorded observation of TSG sessions teaching practice. They were converted into written trasncription. The analysis signifies that group discussion recalls participants’ case knowledge from distant experience while group reflection explores participants’ practical knowledge from their own immediate practice. Some of the knowledge is still fragmented and some has been integrated into pedagogical content knowledge (PCK). Both TSG group theme-based discussion and collaborative reflection manage to explore participants’ professional knowledge.</p>

scholarly journals Promoting pre-service EFL teacher reflection: An investigation of reflection levels in Thai context

2019 ◽  
Vol 9 (2) ◽  
Author(s):  
Rosukhon Swatevacharkul
Keyword(s):  
Mixed Methods Research ◽  
Teaching Practice ◽  
Structured Interview ◽  
Teaching Techniques ◽  
Teaching Improvement ◽  
Efl Teacher ◽  
Efl Teachers ◽  
Past Experiences ◽  
Professional Teaching ◽  
Program Data

Reflection is essential for the teaching practice course since it enhances life-long professional teaching development of the teachers. Capacity to reflect needs to be developed. The objectives of this study were 1) to investigate the levels of learning reflection of pre-service EFL teachers at the end of the teaching practice course, and 2) to explore how reflection contributes to changes of the reflection levels.  This study took the form of an embedded experimental mixed methods research design using a close and open-ended questionnaire and semi-structured interview to collect data from 13 international students at an MA ELT program.  Data analysis was performed by a t-test and thematic content analysis.  The findings revealed that 1) on average, the level of Habitual Action, Understanding, and Critical Reflection at the beginning and the end of the course was not significantly different. However, the level of Reflection was significantly different at the end of the course.  Three themes: 1) Revision of past experiences for teaching improvement; 2) Thinking and writing skills development, and 3) Change of beliefs and teaching techniques were generated causing such reflection capacity changes.  Recommendations were provided for further research in this area.

scholarly journals Reflective Teaching Practice in an EFL Context: A Qualitative Study

2016 ◽  
Vol 6 (7) ◽  
pp. 48
Author(s):  
Hamid Ashraf ◽  
Aynaz Samir ◽  
Mona T. Yazdi
Keyword(s):  
Language Learning ◽  
Teaching Practice ◽  
Language Teachers ◽  
Reflective Teaching ◽  
Affective Factors ◽  
Efl Context ◽  
Depth Interview ◽  
Efl Teachers ◽  
Cognitive And Affective Factors

<p>The aim of the present study was to find the reflection factors at which Iranian EFL teachers reflect on their teaching practice. To this end, 18 Iranian EFL teachers at several language institutes participated in this research. Teachers were surveyed using in-depth interview. The results of study indicated that Iranian EFL teachers were practicing four underlying factors of reflection in their teaching including: practical, cognitive, meta-cognitive, and affective factors. Obviously, the practice of reflective teaching improves the quality of teaching practice and increases students’ motivation towards language learning in classroom. The results call for paying further notice to important role of theses reflective teachers in Iranian EFL context and there is a need to raise knowledge and awareness of all language teachers of the importance of reflecting on their teaching practice.</p>

scholarly journals Implementation of school-based curriculum as perceived by secondary school teachers of English

2016 ◽  
Vol 5 (2) ◽  
pp. 167
Author(s):  
Chuzaimah D. Diem ◽  
Yusfardiyah Yusfardiyah ◽  
Binti Koniaturrohmah ◽  
Lismalayani Lismalayani
Keyword(s):  
Secondary School ◽  
Secondary School Teachers ◽  
Teaching Experience ◽  
Education Level ◽  
School Teachers ◽  
School Based ◽  
Efl Teachers ◽  
New Curriculum ◽  
The Government

Information about Curriculum 2013 has seemed to make many EFL teachers feel anxious. This anxiety is assumed to happen due to the unwillingness of the teachers to implement the new curriculum because they have not yet even implemented the previous curriculum (KTSP) in their classrooms optimally. This study was aimed primarily at investigating the implementation of KTSP covering three important components: preparation, application, and evaluation by 107 secondary school teachers of English. To collect the data, “KTSP Implementation Questionnaire” was used. The data collected based on the teachers’ own perceptions were analyzed in relation to their education level, teaching experience, certification status, and KTSP socialization involvement. The results showed that (1) 62% teachers confessed that they had not yet optimally implemented KTSP although all of them had been involved in its dissemination program done by the government; (2) there was no correlation between either education level or teaching experience and the implementation of KTSP. However, (3) there was a significant correlation between teachers’ certification status and their (i) KTSP preparation, (ii) teaching experience, and (iii) involvement in dissemination program activities.

scholarly journals Beyond Practicum: Interplay between Prospective EFL Teachers’ Conceptualizations of Field Experience and Teaching Career

2019 ◽  
Vol 10 (1) ◽  
pp. 154
Author(s):  
Merve Selçuk ◽  
Ece Genç Yöntem
Keyword(s):  
Teacher Education ◽  
Teaching Profession ◽  
Theory And Practice ◽  
School Experience ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Efl Teachers ◽  
Practice Teaching ◽  
Faculties Of Education ◽  
The Impact

Becoming a teacher of English language requires both knowledge of theory and practice. Teacher candidates at the faculties of education in BA programs in Turkey practice teaching through observing real classrooms and doing micro-teachings in real schools during their four-year teacher training. This study was conducted at a foundation university in Turkey, in which senior pre-service teachers, before they enter the teaching profession and become novice teachers, go and experience teaching to fulfill the requirements of the practicum (school experience course) in their last semester. This course requires them to observe three different levels of classroom in real schools, write reflective papers, prepare lesson plans and practice teaching. The transition from pre-service to novice teacher can be facilitated via successful practicum programs offered by the faculties of education in Turkey. The impact of practicum tends to result in either entry into teaching or teacher retention. The purpose of this qualitative study is to explore the effects of this program on students’ decisions on entry into the profession. The data were collected in two stages: Before and after the practicum. At the beginning of the last semester, before they go practicum, five pre-service EFL teachers were asked the reasons for choosing teacher education programs, and their concerns related to practicum and the profession through an in-depth semi-controlled interview. Those pre-service teachers were also interviewed on the same topics at the end of the semester, after practicum. Results indicated that practicum or school experience has contributed positively to their perceptions regarding their entry into teaching because almost all of them wanted to enter teaching at the end of the program, and they are in-service teachers now. These findings suggest that teacher education courses should aim to develop students’ practical knowledge, and the relationship among the mentor teacher, the supervisor, and the student teacher should be valued and supported more in teacher education programs.

Issues and Challenges in Preparing Teachers to Teach in the Twenty-First Century

2012 ◽  
pp. 183-194
Author(s):  
Susan Gibson
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Student Teaching ◽  
Technology Use ◽  
Teaching Experience ◽  
Teacher Education Programs ◽  
Learning And Teaching ◽  
Online Tools ◽  
Practice Teaching ◽  
Willingness To Use

Preservice teachers need to acquire both technological skill and understanding about how technology rich environments can develop subject-specific knowledge as a part of their teacher education programs. The purpose of the research project, as described in this case study, was to examine the impact that immersion in technology-infused social studies pedagogy courses had on preservice teachers’ willingness to use computer and online tools as well as how they used them during their student teaching. Teacher education students enrolled in two pedagogy courses were surveyed at the beginning and end of the courses and interviewed over the duration of the courses regarding the nature and extent of their technological knowledge and skill. Following the completion of the pedagogy courses, six volunteered to have their technology use tracked during their nine-week practice teaching experience. Findings showed that while the preservice pedagogy courses did increase the student teachers’ knowledge of and skill with a variety of computer and online tools as well as their desire to use them during their student teaching, the elementary schools in which they were placed for their practicum were poorly equipped and the mentor teachers were not using the tools that were modeled on campus. If preservice teachers are to truly understand the benefits of learning and teaching with technology, teacher education institutions and school districts need to work together to present a consistent vision of technology integration, and schools need to provide environments that encourage and support technology use.

scholarly journals English as a Foreign Language High School Teachers’ Expectations of Continuing Professional Development Activities

2021 ◽  
Vol 1 (1) ◽  
pp. 25-35
Author(s):  
Trinh Quoc ◽  
Le Thanh
Keyword(s):  
Professional Development ◽  
Foreign Language ◽  
Teaching Practice ◽  
Continuing Professional Development ◽  
Teaching Experience ◽  
Pedagogical Knowledge ◽  
Teacher Competence ◽  
Willingness To Participate ◽  
Structured Interviews ◽  
Efl Teachers

<p style="text-align: justify;">This paper investigated (1) English as a Foreign Language (EFL) teachers’ expectations of Continuing Professional Development (CPD) activities in a Vietnamese context, and (2) factors related to teacher demographics affecting their expectations of CPD activities. The study followed a mixed-methods approach, using a questionnaire to collect quantitative data from 224 Vietnamese EFL teachers, and individual semi-structured interviews to collect qualitative data from six teachers. The results revealed that among five domains in light of the Vietnamese English Teacher Competence Framework, including subject knowledge, pedagogical knowledge, learner knowledge, professional attitudes and values, and knowledge of teaching practice and context, the participants desired to learn about pedagogical knowledge the most (M=4.14). The study also indicated that factors related to age, teaching experience, and field of study at undergraduate level differentiated the teachers’ expectations of CPD activities. Basically, the younger and less experienced teachers desired to participate in the CPD activities more than their counterparts. Moreover, the teachers with degree in teaching EFL expressed their eagerness and willingness to participate in the CPD events more than those holding a degree in English Linguistics and Literature. This paper also suggested recommendations for further studies in the field of CPD.</p>

scholarly journals English Language Teachers’ Oral Corrective Preferences and Practices Across Proficiency Groups

2020 ◽  
Vol 22 (2) ◽  
pp. 163-177
Author(s):  
Sajjad Sepehrinia ◽  
Nahid Fallah ◽  
Soad Torfi
Keyword(s):  
Second Language Acquisition ◽  
Error Correction ◽  
English Language ◽  
Teaching Experience ◽  
Language Teachers ◽  
Teacher Education Programs ◽  
Advanced Learners ◽  
English Language Teachers

Studies on oral error correction in second language acquisition have been tilted towards cognitive aspects ignoring the affective and practical dimensions. This study attempted to fill this gap by investigating the role of students’ proficiency levels in five English language teachers’ corrective behavior. Follow-up interviews were conducted with the observed teachers. The results showed that the teachers provided more corrections to less proficient learners though they preferred more correction for advanced learners and used mainly recast for both groups, avoiding explicit forms of correction. They were mainly concerned with the affective aspects of oral error correction and acted on their own value system and teaching experience. The findings carry important implications for teacher education programs and the studies in this regard.

Issues and Challenges in Preparing Teachers to Teach in the Twenty-First Century

2013 ◽  
pp. 1388-1396
Author(s):  
Susan Gibson
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Student Teaching ◽  
Technology Use ◽  
Teaching Experience ◽  
Teacher Education Programs ◽  
Learning And Teaching ◽  
Online Tools ◽  
Practice Teaching ◽  
Willingness To Use

Preservice teachers need to acquire both technological skill and understanding about how technology rich environments can develop subject-specific knowledge as a part of their teacher education programs. The purpose of the research project, as described in this case study, was to examine the impact that immersion in technology-infused social studies pedagogy courses had on preservice teachers’ willingness to use computer and online tools as well as how they used them during their student teaching. Teacher education students enrolled in two pedagogy courses were surveyed at the beginning and end of the courses and interviewed over the duration of the courses regarding the nature and extent of their technological knowledge and skill. Following the completion of the pedagogy courses, six volunteered to have their technology use tracked during their nine-week practice teaching experience. Findings showed that while the preservice pedagogy courses did increase the student teachers’ knowledge of and skill with a variety of computer and online tools as well as their desire to use them during their student teaching, the elementary schools in which they were placed for their practicum were poorly equipped and the mentor teachers were not using the tools that were modeled on campus. If preservice teachers are to truly understand the benefits of learning and teaching with technology, teacher education institutions and school districts need to work together to present a consistent vision of technology integration, and schools need to provide environments that encourage and support technology use.

scholarly journals Practice Teaching to Teaching Practice: An Autoethnography of Early Autonomy and Relatedness in New Teachers

SAGE Open ◽  
2020 ◽  
Vol 10 (2) ◽  
pp. 215824402093387
Author(s):  
Eleftherios K. Soleas ◽  
Mary A. Code
Keyword(s):  
Teacher Education ◽  
Beginning Teachers ◽  
New Teachers ◽  
Teaching Practice ◽  
Educational Practice ◽  
Self Determination Theory ◽  
Teacher Education Programs ◽  
The Novel ◽  
Practice Teaching ◽  
Difficult Transition

The first steps that new teachers take in their classrooms lead them down a path that presents many challenges, and these challenges are the reason that beginning teachers are a vulnerable population in the context of educational practitioners. This autoethnography examines two new teachers as they transition from their teacher education programs to teaching in the classroom. This research frames their experiences using the perspective of self-determination theory to characterize the psychological nature of beginning teachers’ challenges as they transition into a community of educational practice. Participants reported how they perceived feeling ill-prepared for the realities of classrooms and provide ideas on what desired changes in teacher education might look like. The novel contribution of this study highlights intervention sites for alleviating the unique vulnerability of the newest teachers as they make a difficult transition from practice teaching to teaching practice.

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