scholarly journals CHANGING BELIEF OF PRE-SERVICE ENGLISH TEACHERS DURING TEACHING PRACTICUM

2021 ◽  
Vol 8 (1) ◽  
pp. 65-80
Author(s):  
Yayu Heryatun ◽  
Emeliya Sukma Dara Damanik
Keyword(s):  
Classroom Practices ◽  
Qualitative Case Study ◽  
English Teachers ◽  
Teacher Education Programs ◽  
English Department ◽  
Personal Beliefs ◽  
Teaching Practicum ◽  
Reflective Journal ◽  
Before And After

This study investigated the changing belief of pre-service English teachers during they did teaching practicum. It was one of subjects in teacher education programs. Belief of pre-service English teachers played significant role as it could influence their classroom practices and teaching outcomes. The methodology of research used in this study was qualitative case study. It involved twenty pre-service English teachers from English Department. They were put in twelve schools which located in four towns in Banten Province. This study employed questionnaire and reflective journal as instruments for collecting data.  The questionnaire itself was distributed before and after teaching practicum, while reflective journal was filled by twenty pre-service English teachers during teaching practicum.The results of this study revealed that the changing of teachers’ belief varied among participants. The changing belief  of pre-service English  teachers covered three themes, which consists of (1) learners (2) learning and (3) teaching, before and after they did teaching practicum. Dealing with the first theme, changing belief on learners, pre-service English teachers experienced more on their emotion specifically on their confident as well as patient. In addition, the second theme, changing belief on learning, it occurred more on pre-service English teachers’ awareness that the classroom reality helped them to test their knowledge and it made them more aware of their personal beliefs about learning. Moreover, the last theme, changing belief on teaching, it took place when pre-service teachers had been exposed to teaching English in real contexts EFL classroom.

Investigating English Teacher Candidate’s Use of Instructional Media During the Teaching Practicum: A Case Study

2020 ◽  
Vol 9 (2) ◽  
Author(s):  
Rachel Ratih Ayu T ◽  
Zakiyah Tasnim ◽  
Annur Rofiq
Keyword(s):  
Teaching And Learning ◽  
Qualitative Case Study ◽  
Teacher Candidate ◽  
Visual Media ◽  
English Teacher ◽  
Instructional Media ◽  
Teaching Practicum ◽  
Case Study Design ◽  
The Way

This study analyzes the English teacher candidate’s use of instructional media in the teaching practicum. The English teacher candidate who became the participant in this study was doing their teaching practicum in MTsN 5 Jember. This study applied the qualitative case study design. Interview and observation were done one time to select the participant. The four-times classroom observations and questionnaires were used in order to collect the data. This study employed the model of Creswell in analyzing the data. The findings of this study showed that the English teacher candidate applied one type of instructional media namely Visual Media. Those were Picture and Whiteboard. The way the teacher candidate implemented the instructional media was almost the same in each meeting of the teaching and learning process. However, the students’ participation and response were not always the same in every meeting. It depended on the way the teacher candidate managed the class activity.

scholarly journals Te Hā o Te Reo

2020 ◽  
Vol 1 (3) ◽  
pp. 01-15
Author(s):  
Maria Celina Bortolotto ◽  
Arianna Berardi-Wiltshire
Keyword(s):  
Classroom Management ◽  
Classroom Practices ◽  
Qualitative Case Study ◽  
Qualitative Interview ◽  
Indigenous Languages ◽  
Pedagogical Practices ◽  
Chief Designer ◽  
Course Content ◽  
Kaupapa Māori

  Drawn from a talk presented at the 2019 Viva Lingua Viva indigenous languages event in Rio de Janeiro, Brazil, this article presents the findings of a qualitative case study focused on a 10-week Māori language programme, Te Hā o te Reo (“the essence of the language”) offered to staff at a New Zealand university. The article reports on the pedagogical practices employed in the course through a discussion of qualitative interview data collected for a wider study on the experiences of non-Māori students of Te Reo Māori as a second language. The analysis presents insights from a sample of adult student participants and by the courses’ chief designer and teacher. A focussed consideration of four key classroom practices suggests a teaching approach based on three Māori culture-specific pedagogical principles (Whanaungatanga—relationship-based learning; Koakoa—joy, humour; Kaupapa Māori—Māori principles and worldview), which are found to shape both course content and classroom management in ways that are well aligned with student’s needs and expectations.  

scholarly journals Awakening Sociocultural Realities in Pre-service Teachers Through a Pedagogy of Multiliteracies

2021 ◽  
pp. 173-197
Author(s):  
Angela Yicely Castro-Garcés
Keyword(s):  
Language Learning ◽  
Research Study ◽  
Meaning Making ◽  
Qualitative Case Study ◽  
English Teachers ◽  
Social Constructivist ◽  
Knowledge Process ◽  
The Social ◽  
Cultural World

Language learning that is grounded on learners’ sociocultural realities promises to be a meaningful experience they are likely to treasure when it comes to grappling with practical day-to-day matters. This article reports on a research study aimed at fostering socioculturally constructed language learning in a group of pre-service English teachers. This is a qualitative case study, grounded in a social constructivist paradigm, which draws on a pedagogy of multiliteracies through the Knowledge Process and the Concept of Design (Cope & Kalantzis, 2009) to embrace diverse modes of communication and to expand learners’ possibilities of engagement with text and the social and cultural world around them. The findings indicate that while learners are provided with opportunities to explore, reflect and co-construct socioculturally driven knowledge, they are involved in a meaning-making experience that allows them to make sense of the language they are learning.

scholarly journals Vliv psychomotoriky na pozornost dětí s ADHD

2013 ◽  
Vol 7 (3) ◽  
pp. 199-209
Author(s):  
Tereza Louková ◽  
Marie Blahutková
Keyword(s):  
Data Collection ◽  
Primary School ◽  
Intervention Program ◽  
Qualitative Case Study ◽  
Children With Adhd ◽  
School Aged Children ◽  
Before And After ◽  
The Impact

This work deals with the influence of the intervention program, which includes psychomotor activities to the attention of the younger school-aged children with ADHD. The aim of the work is to validate the impact of the intervention program to the attention of the younger school-aged children with ADHD. We used the quantitative-qualitative case study. We used the methods of data collection Test of Attention d2, Test of Attention “Numerical Square”, interviews and observation. We worked with 4 children in the age of 9 to 10 years with ADHD from 2 different classes of primary school. We tested the change in concentration and extent of the attention before and after application of the intervention program. We found out that concentration and extent of attention were significantly improved at each child.

scholarly journals The Analysis Of Lecturer Knowledge For Implementation To The Effective Classroom

2017 ◽  
Vol 2 (1) ◽  
pp. 9-17
Author(s):  
Meita Maharani
Keyword(s):  
Classroom Practice ◽  
Classroom Practices ◽  
Qualitative Case Study ◽  
The Other ◽  
Teaching English ◽  
Case Study Approach ◽  
Study Approach ◽  
The Third ◽  
Sufficient Knowledge

The purpose of this study was to implementation lecturers’ knowledge about effective classroom and their classroom practices for teaching English. It was also knowing the correspondence between lecturers’ knowledge and the practices. This study designed using qualitative case study approach. The data was obtained using multiple-choice typed test, observation checklist, and interview. The subjects were four English lecturers and their cadets as supporting subject. The data obtained was analyzed using interactive model proposed by Miles and Huberman. The data revealed that the subjects had variety of knowledge about classroom ; one of them had sufficient knowledge , another one showed average result and the other two were emerging. In their classroom practice, two lecturers performed effective classroom skill, but the other two showed average effort in managing their class. For the correspondence, it was found that there were three group of lecturers; the first group has sufficient knowledge and applied it simultaneously, the second group has average knowledge but applied it in more effective ways, and the third group has emerging knowledge and applied it likely to be the same as their knowledge in the classroom practice.

scholarly journals Professional Development of English Teachers at a State Islamic Senior High School in Palembang

2020 ◽  
Vol 5 (2) ◽  
pp. 471
Author(s):  
Rizki Fadhliyah ◽  
Soni Mirizon ◽  
Ismail Petrus
Keyword(s):  
Professional Development ◽  
Qualitative Case Study ◽  
Continuing Professional Development ◽  
English Teachers ◽  
The Internet ◽  
Scientific Publications ◽  
Case Study Design ◽  
The Poor ◽  
Teachers Professional Development

The objectives of this study were to investigate teachers’ professional development, the obstacles faced by the teachers, teachers’ efforts to resolve the obstacles, and school support for the teachers in continuing professional development. To reveal the phenomenon, qualitative case study design was used. This study combined observation, questionnaires, and interviews in data collection. English teachers, vice-principal of the curriculum, teachers who taught other subjects, and students who had been taught by the English teachers were the participants of this study. Findings revealed that English teachers’ professional development was good. The results also revealed that teachers’ scientific publications were in the poor category. Innovative works for both English teachers were in the average category. Lack of time and information were the obstacles faced by the English teachers in continuing professional development. Teachers attempted to resolve the obstacles by looking for information needed through the internet. They also had discussions with other teachers to gain information for their knowledge. The school frequently conducted some programs related to teachers’ professional development and allowed them to attend professional development activities held by other institutions.

scholarly journals Students’ reflections in teaching practicum: A case study of EFL pre-service teachers

2020 ◽  
Vol 10 (2) ◽  
pp. 268-289
Author(s):  
Dwi Riyanti
Keyword(s):  
Professional Development ◽  
Reflective Practice ◽  
Teacher Candidates ◽  
Journal Writing ◽  
Qualitative Case Study ◽  
Good Practice ◽  
Teaching Practicum ◽  
Emerging Themes ◽  
Teachers Professional Development

The importance of reflection in enhancing teachers’ professional development has been widely acknowledged. Yet, little is known about how EFL pre-service teachers do reflection and how they perceive reflective practice as one of the tools to improve their professional development. The current study attempts to address this gap by investigating how EFL pre-service teachers reflect on their teaching performances and perceive their reflective practices. Employing a qualitative case study, the study involved six teacher candidates who were taking microteaching. The data were gathered from an open-ended questionnaire made by the author, journal writing, participants' analysis on the videos of their teaching performances, and an interview with each participant. To triangulate the data, classroom observations and document analysis were also conducted. The obtained data were analyzed thematically based on emerging themes. The findings show that the participants did reflections in different stages of their teaching performances, reflecting on the surface level. In terms of how they view a reflection, the research participants perceive a reflection as a good practice because it gives them opportunities to look back and scrutinize what they did during their teaching practicum.

Speaking Volumes: Professional Development Through Book Studies

2019 ◽  
Vol 57 (3) ◽  
pp. 1014-1044
Author(s):  
Betty S. Blanton ◽  
Amy D. Broemmel ◽  
Amanda Rigell
Keyword(s):  
Professional Development ◽  
Situated Learning ◽  
Qualitative Case Study ◽  
Study Groups ◽  
Personal Beliefs ◽  
Study Experience ◽  
Book Studies ◽  
Insight Into ◽  
Book Study

This research describes a professional book study experience and offers insight into its use in supporting professional development. Framed in situated learning theory, this qualitative case study examined the perceptions of 12 educators who voluntarily participated in multiple professional book studies over 4 years. Two major themes were found in the data. The Process Theme encompassed what occurred within the professional book studies and participants’ perceptions of the studies. The Outcomes Theme provided insight into how participants changed instructional practices, academic thinking, and personal beliefs. The book studies provided components of effective professional development and principles of adult learning. Participants believed that the book study groups provided professional development that met their needs in more powerful ways than traditional professional development.

scholarly journals PERCEPTIONS AND THE IMPLEMENTATION OF CONTINUING PROFESSIONAL DEVELOPMENT THROUGH INNOVATION AMONG ENGLISH TEACHERS

2019 ◽  
Vol 14 (1) ◽  
pp. 63-72
Author(s):  
Teguh Kasprabowo
Keyword(s):  
Professional Development ◽  
Learning Process ◽  
Teaching And Learning ◽  
Qualitative Case Study ◽  
Continuing Professional Development ◽  
English Teachers ◽  
Certified Teachers

This study was part of a larger study on teachers’ continuing professional development (CPD) of English teachers in Ungaran Sub-districts. This study aimed to explain the perceptions and the implementation of CPD through innovation done by the respondents. This study employed qualitative case study. To gain the data, 21 teachers were involved in this study,17 of them were certified teachers and later selected as the respondents. 7 teachers were later selected conveniently for the interview. The study showed that there was awareness of the teachers on the importance of making innovation in their work. However, after being interviewed, only few of them made innovation in their teaching and learning process.   Keyword: CPD, innovation, awareness

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