Attitudes of TEFL Student Teachers at QOU towards the Implementation of Practicum

Dweikat, Khaled Abdel Jaleel

doi:10.12816/0016243

Cited by 2 publications

(4 citation statements)

References 10 publications

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“…They also emphasize the results of [11] and [12] with regard to trainees' provision with teaching model lessons and school principals' lack of follow up student teachers' work follow-up. These results also assert the results by [4] and [14] in relation to the variance between theory at university and practice at schools. They also support the findings of [2] in accordance to the responsibility of supervisors, cooperating teachers, and school principals to correct trainees' mistaken or wrong beliefs about the teaching practice.…”

Section: Discussion Of the Findings Of The Second Questionsupporting

confidence: 90%

“…Peer teachers' evaluation was the least effective component. [4] found out that the gap between theory and practice, i.e. between what was learnt at university and what was actually practiced at school, was another barrier for student teachers' success.…”

Section: Related Workmentioning

confidence: 99%

“…In order to play their desired roles in this changing and challenging world, teachers should be provided with a range of knowledge, skills, attitudes and relevant educational experiences that empower them to manage all challenges in the teaching profession. Universities are expected to prepare teachers to meet the needs and realities of today's classroom, and highly distinguish their subject matter and methods of teaching, [4]. During Practicum, student teachers' general teaching skills are improved; their attitudes towards learners become more open and their self-esteem and subjective well-being can be increased, [5].…”

Section: Introductionmentioning

confidence: 99%

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Opportunities and Barriers of Practicum from the Perspectives of English Language Student Teachers

Masadeh¹

2017

ujer

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The study investigated the perspectives of student teachers regarding the opportunities provided by Practicum course, in addition to the barriers that potentially inhibited their performance as teachers. The descriptive approach was used to identify these opportunities and barriers. Participants were (27) females and (31) males. They were all enrolled in the Practicum course offered by the department of curriculum and instruction to students majoring in English at Najran University. A two-part questionnaire was the main instrument of data collection. The first part investigated the opportunities while the second one sought to identify the barriers. Results showed that Practicum course was effective in certain areas such as developing student teachers' supportive relationships with various participants in the Practicum setting; improving their teaching accomplishments and professional achievements; and enhancing their feelings of self-efficacy in being able to affect positively the students under their care. Findings however revealed many shortcomings or obstacles that hindered their performance as teaching practitioners. Such shortcomings were not related to one specific party but many parties such as academic supervisors, school principals, and cooperating teachers. No significant differences among Participants' perspectives regarding the course's opportunities or barriers were found due to their gender or university accumulative average.

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Section: Discussion Of the Findings Of The Second Questionsupporting

confidence: 90%

Section: Related Workmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Opportunities and Barriers of Practicum from the Perspectives of English Language Student Teachers

Masadeh¹

2017

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“…Saudi EFL female student-teachers are always sent to practice teaching for one complete semester in real classroom contexts at government schools. This is an Journal of Research in Curriculum, Instruction and Educational Technology important issue that has been highlighted by many studies (Al-Mekhlafi, 2010;Lateh & Muniandy , 2013;Dweikat, 2013;Hamaidi et al, 2014). Furthermore, knowing the perceptions of EFL student teachers of their practicum context is important in understanding teachers' thought process, instructional practice and learning to teach (Zheng, 2009).…”

Section: Statement Of the Problemmentioning

confidence: 97%

Exploring Saudi EFL Student-Teachers’ Perceptions of their Teaching Practicum

Ibrahim

2021

Journal of Research in Curriculum Instruction and Educational T

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his qualitative study aims to explore the perceptions of Saudi EFL female studentteachers of the main components of their teaching practicum namely; cooperating teachers, university supervisors, host schools and the teaching practicum itself. A total of 44 Saudi female student-teachers voluntarily participated in the study after completing their field training of their teaching practicum in government schools in Al-Madinah Al-Munawarah, KSA, the academic year 2017-2018. Data were collected by means of a 60-item Likert-type questionnaire, divided into 4 categories namely; cooperating teachers, university supervisors, host schools & the teaching practicum itself. Each category included 15 items. The results showed that the student-teachers had positive perceptions of all the components of their teaching practicum. In addition, the participants expressed their appreciation and satisfaction to the whole teaching practicum program in general. Besides, results indicate that cooperating teachers and university supervisors had positive roles in guiding the student teachers toward developing their teaching skills, performance and understanding of their practicum. Finally, it was found out that the constructive feedback provided by university supervisors & cooperating teachers has a positive impact on the student-teachers' teaching performance.

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Attitudes of TEFL Student Teachers at QOU towards the Implementation of Practicum

Cited by 2 publications

References 10 publications

Opportunities and Barriers of Practicum from the Perspectives of English Language Student Teachers

Opportunities and Barriers of Practicum from the Perspectives of English Language Student Teachers

Exploring Saudi EFL Student-Teachers’ Perceptions of their Teaching Practicum

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