scholarly journals Student attitudes toward teaching English with technology

Seminar.net ◽  
2011 ◽  
Vol 7 (2) ◽  
Author(s):  
Gard B. Jenset
Keyword(s):  
Teacher Training ◽  
Training Program ◽  
Student Teachers ◽  
Student Attitudes ◽  
The Other ◽  
Teaching English ◽  
Web Based ◽  
First Semester ◽  
Attitudes Toward Teaching ◽  
English Culture

The present study investigates attitudes among student teachers toward using electronic resources in teaching. Two groups of student teachers, one composed of students in their first semester and the other composed of students in their third or fourth year, were asked to assess their skills and attitudes, before being shown an example of how open-source, Web-based data and software can be used in teaching English culture and history. The results show that student teachers are positive toward using technology, but that the teacher training program changes neither their attitudes nor their self-reported skills to any large extent.

Exploring identity construction of student teachers practicing ELF pedagogy in a microteaching course

2016 ◽  
Vol 26 (2) ◽  
pp. 321-339 ◽  
Author(s):  
Nugrahenny T. Zacharias
Keyword(s):  
Teacher Training ◽  
Qualitative Study ◽  
Training Program ◽  
Student Teachers ◽  
Identity Construction ◽  
Teacher Identity ◽  
Positive Relationship ◽  
Local Community ◽  
Native Speaker ◽  
Standard English

This paper reports on the results of a qualitative study that explored the experiences of a group of student-teachers (STs) in Indonesia as they undertook a microteaching course as part of their undergraduate teacher training program. Grounded in the notions of ‘teacher identity as the process of becoming’ (Britzman, 2003) and ‘identity in practice’ (Varghese et al., 2005), the present paper examines how participation in a microteaching course that oriented STs to ELF pedagogy affected the formation of teacher identities amongst one group of STs in Indonesia. Data were gathered from three post-mini lesson interviews with individual STs and STs’ mini lessons. The findings show a positive relationship between ELF pedagogy, STs’ perception of their teacher role and their identity construction. Many STs’ identity construction appears to be informed by their concerns of the hegemonic presence of English in the local community and their role primarily as a revival of Indonesian cultures. Although the majority of STs showed a general agreement towards the need to construct a teacher identity independent of native-speaker norms, a few STs continued to believe the importance of teachers to speak Standard English due to its marketability potential.

scholarly journals Effects of Web-Based Learning and F2F Learning on Teachers Achievement in Teacher Training Program in Indonesia

2019 ◽  
Vol 14 (21) ◽  
pp. 123
Author(s):  
Wuryaningsih Wuryaningsih ◽  
Dewi Haryani Susilastuti ◽  
Muhadjir Darwin ◽  
Adi Cilik Pierewan
Keyword(s):  
Teacher Training ◽  
Blended Learning ◽  
Training Program ◽  
Learning Model ◽  
Web Based ◽  
Teacher Training Program ◽  
Web Based Learning ◽  
Quasi Experimental ◽  
Teacher Professional ◽  
The Web

Promoting the reform of teacher professional development (TPD) in the digital era using web-based learning (online and blended learning) appears to be a great innovation in improving teachers skills using technology through computers and Internet networks. Some research revealed that online learn-ing on TPD influences on improving teacher performance; however, the effect had no better results compared to traditional learning. Hence, this study evaluating the policy by examining the effects of web-based learning model, i.e., online and blended learning, and face to face approach on the scores achieved in teacher training. The study adopted the quasi-experimental design with pre-post non-equivalent group design of the intact teacher training program. The participants were 427,189 teachers covering all school levels in Indonesia. Findings suggest that the web-based learning model is more effective in teacher achievement than the f2f, while the female tends to be better than male. Hence, digital constraint is not an obstacle for the teacher in the web-based model. Interestingly, blended learning that emerged as a new trend in e-learning proved to be quite promising. These findings provide considerations for the development of a policy for an appropriate TPD model for teachers at different levels.

scholarly journals Voices from Within: Student Teachers’ Experiences in English Academic Writing Socialization at One Indonesian Teacher Training Program

2015 ◽  
Author(s):  
Amirul Mukminin ◽  
Raden Ali ◽  
Muhammad Ashari
Keyword(s):  
Teacher Training ◽  
Training Program ◽  
Student Teachers ◽  
Academic Writing ◽  
Teacher Educators ◽  
Comparative Method ◽  
Policy Implications ◽  
Future Research ◽  
Teacher Training Program ◽  
English Academic Writing

The purpose of this qualitative study was to examine the experiences of Indonesian student teachers in English academic writing socialization at one public university teacher-training program in Jambi, Indonesia. The theoretical framework of cultural capital was used to guide the study. The data were collected through demographic profiles and semi-structured in- depth interviews with student teachers. The constant comparative method guided the data analysis. Five salient themes that emerged in this research were (1) no writing cultural backgrounds, (1) needing long-lasting exposure and internalization, (3) lack of academic writing socialization, (4) lack of institutional supports, and (5) lack of lecturers’ help due to higher power distance. The findings of this study provide evidence for policy makers and teacher educators to understand how teacher education management related to the English academic writing internalization should be improved at the program level. Policy implications and suggestions for future research are discussed.

scholarly journals Presence and unpredictability in teacher education

2020 ◽  
Vol XIV (1) ◽  
pp. 1-10
Author(s):  
Susanne Even
Keyword(s):  
Teacher Education ◽  
Teacher Training ◽  
Training Program ◽  
Student Teachers ◽  
Student Teacher ◽  
Learning Processes ◽  
Indiana University ◽  
Teacher Training Program ◽  
University College ◽  
Contextualized Learning

The basis of this paper is the talk held at the 7th SCENARIO Symposium at University College Cork on May 4, 2019. It describes the student teacher training program at Indiana University and makes the claim that performative approaches need to be a central part of teacher education. Excerpts of student teachers’ course journals emphasize the need for contextualized learning, the inclusion of physicality, as well as the importance for teachers to be fully present in the classroom and embrace the unpredictability of learning processes.

scholarly journals Evaluation of the teacher training program on the subject of social and national education developed for the basic stage in the Directorate of Education of the University Area: تقويم برنامج تدريب المعلمين على مبحث التربية الاجتماعية والوطنية المطوّر للمرحلة الأساسية في مديرية تربية لواء الجامعة

2020 ◽  
Vol 4 (1) ◽  
Author(s):  
Ahmad Yahya Kokash
Keyword(s):  
Public Schools ◽  
Teacher Training ◽  
Training Program ◽  
Statistical Significance ◽  
First Semester ◽  
Bachelor Of Science ◽  
National Education ◽  
Teacher Training Program ◽  
Basic Stage ◽  
The University

This study aimed to evaluate the teacher training program on the social and national education curriculum developed for the basic stage in the Directorate of Education of the University Brigade. The study followed the descriptive approach. The sample consisted of all new teachers in the public schools affiliated to the Education Directorate of the University's College in Amman during the first semester of the academic year 2017/2018, Where they numbered (100) teachers and teachers. In order to verify the objectives of the study, a questionnaire was prepared consisting of (23) paragraphs divided into (3) areas: trainer evaluation, evaluation of the content of the training program and evaluation of the results of the training program. The results of the study showed that the teachers' assessment of the training program in the field of developed social and national education curricula was high in all fields. The results did not show any statistically significant differences in the estimations of the training teachers of the training program due to gender but showed that there were differences of statistical significance according to the scientific qualification of the teachers attributed to those with a Bachelor of Science qualification

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.

scholarly journals Framing the Problem of Identity in Composition and TESOL Studies: A Sampler

2011 ◽  
Vol 28 (2) ◽  
pp. 20
Author(s):  
Hayat Messekher
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Teacher Training ◽  
Language Acquisition ◽  
Training Program ◽  
Student Teachers ◽  
Teacher Identity ◽  
Paradigm Shift ◽  
Transformative Pedagogy ◽  
Teacher Training Program

This article looks at how the intricate issue of identity has been addressed and framed in composition and TESOL studies (C&T). It reviews five articles and a book as a sampler to explore identity research in various contexts ranging from the problematic rise of identity in second-language acquisition (SLA) research in 1997, which represented a paradigm shift in SLA research, to other research dealing with second-language (L2) learners’ identity, identity in a teacher training program (i.e., identity of student teachers), and finally, teacher identity as a transformative pedagogy.

scholarly journals An investigation of English student-teachers’ constraints during teaching internship program

2021 ◽  
Vol 12 (2) ◽  
pp. 358-378
Author(s):  
Salviana Salviana ◽  
Asnawi Muslem ◽  
Bukhari Daud
Keyword(s):  
Teacher Training ◽  
Training Program ◽  
Student Teachers ◽  
Teaching Practice ◽  
Sampling Technique ◽  
Training And Education ◽  
Class Participation ◽  
Class Management ◽  
Training Institutions ◽  
Teachers Training

The teaching internship is designed to smooth the transition from teacher to student. At the same time the teaching internship assignment gives the teachers training institutions an opportunity to evaluate the students teaching capabilities. It  is one of the most important components of the teacher training program. It is an opportunity for student teachers to put their theoretical studies into practice. The objective of this study is to investigate the constraints faced by student teachers during teaching internship program. The qualitative method was employed in this study. The study involved 26 students who participated in the teaching internship program in 2016/2017 session, Faculty of Teacher Training and Education, University of Syiah Kuala. Covenience sampling technique was used to select the sample. The instruments used to collect data was questionnaire. The data collected was analyzed by using Miles and Huberman’s qualitative data analysis. Based on the questionnaire the result showed that there were fourteen constraints faced by student teachers during teaching internship program. The constraints were mainly in the domains of personal, class participation, class management, instructional, emotional, adjusting to students, and supervision. As teaching practice is an important component of teachers training program, considerable attention must be given to make it more effective and fruitful. Therefore, this study suggests that the cooperation of the faculty and schools in terms of supervision need to be improved in order to optimize the outcome of the program.

Teacher training using wetlands

1986 ◽  
Vol 2 ◽  
pp. 31-34 ◽  
Author(s):  
Max Maddock
Keyword(s):  
Teacher Training ◽  
Environmental Education ◽  
Training Program ◽  
Student Teachers ◽  
Local Field ◽  
Field Studies ◽  
Teaching Experiences ◽  
Teacher Training Program ◽  
Careful Design

AbstractEnvironmental Education for student teachers requires careful design and operation to achieve desired ends. Initiatives taken in the Newcastle region have culminated in a teacher training program utilising local field studies centres with a variety of teaching experiences in mind. This article describes these experiences and notes the condition effecting the viability and vitality of such an approach to teacher training in environmental education.

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