Change in the Perceptions of Pre-Service Teachers as a Result of the Difficulties They Faced During Elt Practicum PDF Download
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Author: Chnara Hassan Khdhir
Publisher: AuthorHouse
ISBN: 1504941578
Category : Education
Languages : en
Pages : 97
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Book Description
This book talks about how final year ELT pre-service teacher perceptions of teaching and learning English changed as a result of the difficulties they face throughout their teaching practice period. The difficulties they experienced during the practice teaching period, however, found to influence pre-service teachers' perceptions. Such difficulties and experiences also found to be helping pre-service teachers to develop more awareness about the reality of teaching.
Author: Chnara Hassan Khdhir
Publisher: AuthorHouse
ISBN: 1504941578
Category : Education
Languages : en
Pages : 97
Get Book Here
Book Description
This book talks about how final year ELT pre-service teacher perceptions of teaching and learning English changed as a result of the difficulties they face throughout their teaching practice period. The difficulties they experienced during the practice teaching period, however, found to influence pre-service teachers' perceptions. Such difficulties and experiences also found to be helping pre-service teachers to develop more awareness about the reality of teaching.
Author: Grace Susan Jensen
Publisher:
ISBN:
Category : Feedback (Psychology)
Languages : en
Pages : 224
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Book Description
When a pre-service teacher is performing poorly on practicum and at risk of failing, associate teachers are responsible for identifying what needs to improve, and providing advice to support the change. However, many associate teachers find difficulty in disclosing their concerns, while also checking their perceptions of shortcomings and inquiring into possible remedies, leading to frustration and continued poor performance. If no one addresses a pre-service teacher’s poor performance, problematic teaching practices can continue throughout their practicum and into their teaching career, with a long-lasting impact on numerous students. This research investigates what is said - and left unsaid - in associate teachers’ feedback, as well as how pre-service teachers respond to associate teachers’ feedback. Seven associate teachers were interviewed about how they gave feedback to an under-performing pre-service teacher. Data from the interviews was used to construct theories-of-action that both describe and explain the approaches to and consequences of associate teachers’ feedback to pre-service teachers. A central finding of the study was that while associate teachers believed they gave effective feedback by disclosing their concerns about the pre-service teacher’s teaching, their feedback was more accurately defined as an imposition of their views, and a series of directives and threats to correct the pre-service teacher’s shortcomings. As the true cause of the perceived under-performance had not been identified, pre-service teachers were subsequently perceived to be unable to implement the changes suggested by associate teachers which resulted in associate teachers escalating their feedback with a more hard-nosed approach. To explore the problem from oppositional perspectives, three pre-service teachers who had been assessed as below expectations on their first practicum were also interviewed. Data from the interview was used to construct theories-of-action that both describe and explain pre-service teachers’ actions in response to associate teacher feedback, and the consequence of their response. The findings indicated a pattern of pre-service teacher responsiveness to feedback they perceived to be practical, helpful and framed in a respectful way. Pre-service teachers typically resisted or ignored feedback that disconfirmed their self-perceptions or conflicted with their idealised notions of teaching. This study argues that associate teachers need opportunities to develop their capability to give feedback to poorly performing pre-service teachers, and the skills in Open-to-Learning approaches are likely to assist associate teachers to give feedback that pre-service teachers will perceive as valid and helpful. This study also advocates for associate teachers to inquire into pre-service teachers’ theory-of-action and their beliefs about teaching, so that feedback conversations are based on a shared understanding of the underlying attitudes, beliefs, values and assumptions that explain the pre-service teachers’ actions.
Author: Simon Borg
Publisher: A&C Black
ISBN: 1441156003
Category : Language Arts & Disciplines
Languages : en
Pages : 321
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Book Description
The study of teacher cognition - what teachers think, know and believe - and of its relationship to teachers' classroom practices has become a key theme in the field of language teaching and teacher education. This new in paperback volume provides a timely discussion of the research which now exists on language teacher cognition. The first part of the book considers what is known about the cognitions of pre-service and practicing teachers, and focuses specifically on teachers' cognitions in teaching grammar, reader and writing. The second part of the book evaluates a range of research methods which have been used in the study of language teacher cognition and provides a framework for continuing research in this fascinating field. This comprehensive yet accessible account will be relevant to researchers, teacher educators and curriculum managers working in language education contexts.
Author: Farid Ahmadi
Publisher: European Alliance for Innovation
ISBN: 1631902164
Category : Education
Languages : en
Pages : 1096
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Book Description
The proceedings of International Conference on Science, Education, and Technology 2019 are the compilation of articles in the internationally refereed conference dedicated to promote acceleration of scientific and technological innovation and the utilization of technology in assisting pedagogical process.
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 364
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Book Description
Author: Burcu Ates
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Book Description
The purpose of this dissertation was to investigate the perceptions of preservice teachers toward native and nonnative English speaking (NES and NNES) graduate teaching assistants (GTAs) in English as a second language (ESL) methodology and/or ESL assessment courses at a Southwestern U.S. university. This study also investigated the perceptions of NES and NNES GTAs toward preservice teachers. This study explored the issue of whether preservice teachers are prepared to accept and validate diversity among their instructors which in turn should make them sensitive to diverse learners they will encounter in their future teaching. In the first part of the study, a total of 262 preservice teachers were surveyed. The survey data were collected in spring 2007 and fall 2008. Of the 262 preservice teachers, 20 participated in focus group discussions to provide further insight on their views of NES and NNES GTAs. In the second part of the study, four GTAs participated in a longitudinal study by writing online blog entries after any encounters (positive or negative) they had with their students inside and outside the classroom. The blogs reflected the GTAs? immediate reactions after their classes. In addition, semi-structured interviews were conducted with the GTAs. Findings of the first study revealed that preservice teacher perceived NES and NNES GTAs differently. Preservice teachers put a lot of emphasis on the intelligibility of the NNES GTAs. The preservice teachers were?tolerant? if their NNES spoke English?clearly?. However, there were some preservice teachers who were dissatisfied with their NNES GTAs due to their possessing a non-mainstream language. Findings of the second study revealed that NNES GTAs faced major challenges in their effort to be recognized as legitimate and competent instructors. Although the GTAs had vastly different personal backgrounds, perceptions, and identities as instructors, common themes or issues emerged from the data: (1) teaching is complex (linguistic, cultural, and racial issues are involved); (2) beliefs about teaching can change; (3) challenges are faced as an?outsider? instructor; and (4) teaching provides experiences of joy. The study has implications for teacher education programs and training programs offered for international graduate students by universities.
Author: Gretchen Geng
Publisher: Springer
ISBN: 9811025711
Category : Education
Languages : en
Pages : 243
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Book Description
This book presents thirty-one accounts by final-year pre-service teachers, providing guidance and insights for less advanced teacher education students, and illustrating the use of life history and narrative stories as methods for pre-service teachers to explore educational issues in classroom practice. This life-history approach identifies those political, economic, and social forces that have impinged on the individual at different points in their life and contributed to the process of changing their identities. These stories are not written by established specialists in the areas they deal with, but instead by novice teachers at the beginning of their paths towards mastering the intricacies of teaching and learning in school settings. As such the book provides a mentoring framework and a means of helping pre-service teachers share their valuable experiences and insights into aspects such as how to manage practicum requirements. It helps establish a supportive relationship among pre-service teachers, providing them with access to valuable peer experiences. In addition it helps pre-service teachers make sense of their own practicum experiences and reflect on their own beliefs and professional judgement to develop their approaches and solve problems in their own classroom practice.
Author: Jenna Laughlin
Publisher:
ISBN:
Category : Literacy
Languages : en
Pages : 96
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Book Description
This descriptive study examined the readiness and confidence concerning literacy instruction of undergraduate students upon entering student teaching. The study focused on literacy and determined students' exposure to best practices in their practicum experiences. Archival data from questionnaires given as part of the regular classroom assessment to two sets of preservice teachers during two semesters at one university in southwest Missouri were used for this study. The results of the questionnaire revealed varied differences in preservice teachers' perceptions of literacy strategies. The questionnaire revealed which reading strategies students felt prepared to teach, felt familiar with, and observed. Overall, the most familiar strategies preservice teachers observed and felt comfortable teaching were literature circles, writer's workshop, and guided reading. Preservice teachers were least familiar with Four Block, guided reading plus, Partnership in Comprehensive Literacy, and Write Source.
Author: Gretchen Geng
Publisher: Springer
ISBN: 981139475X
Category : Education
Languages : en
Pages : 275
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Book Description
This book investigates the ways in which pre-service teachers develop and articulate their professional knowledge by presenting their reflections on contemporary issues and topics they have explored during their own teaching practicums. It uses reflective practice to connect pre-service teachers’ personal backgrounds with their placement experience concerning a self-selected topic, including teacher educators’ reflections on the pre-service teachers’ reports on these placement topics. By illustrating the broad range of issues encountered by pre-service teachers, sharing multiple perspectives on the complexity of classroom practice, and demonstrating the importance of reflective practice, it also provides a valuable mentoring framework. Moreover, the book studies how examining pre-service teachers’ life experience can facilitate in-depth understanding, specifically in the context of pre-service teachers’ reflections on their own practices in different educational settings. In short, the book helps current and prospective pre-service teachers and teacher educators get to know their students and themselves better using reflective practice.
Author: Raqib Chowdhury
Publisher: Cambridge Scholars Publishing
ISBN: 1443867187
Category : Education
Languages : en
Pages : 281
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Book Description
This book houses contemporary theoretical and empirical studies by emergent researchers and scholars in the disciplines of ELT, Applied Linguistics and TESOL who address several newly-emerged and emerging issues in the field from their own contexts (predominantly Asian settings). Each chapter, in its own unique way, challenges, unpacks and critiques existing misconceptions and pre-conceived assumptions of the use, learning and teaching of English in today’s fluid and globalised, postmodern era. While some contributors to the book have brought such issues to the forefront through a critical consideration of histories and policies, others have explored how English is enacted, practised, learned, and/or taught across a wide range of settings in order to further illustrate the various manifestations of the worldwide expansion of the language. Together the chapters of this book highlight the current discrepancies and inconsistencies in different areas of interest in the field of ELT, and provide carefully considered suggestions on how to address these issues.
