Challenges Experienced by Kurdish EFL Student-teachers  during their Teaching Practicum

Hamasaid, Hameed H.; Saheb, Beway Mahmood

doi:10.32410/huj-10341

Cited by 3 publications

(3 citation statements)

References 18 publications

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“…It indicates that supervisors and teaching plans may not adequately address the importance of reflecting on teaching experiences to enhance professional growth and improve teaching effectiveness. In summary, while the findings of this study may differ from research in other contexts, they align with conclusions drawn from previous studies conducted by researchers within the Kurdish context (Abdulrahman, 2019;Hamasaid and Saheb, 2020;Brime and Amin, 2020;Haji, 2019, Vernez et al,2014.…”

Section: Reflection Opportunitiessupporting

confidence: 84%

“…As a result, there is a lack of understanding and knowledge that could have contributed to the development of the course. Several researchers, including Vernez et al (2014), Sofi-Karim (2015), Abdulrahman (2019), Haji (2019), Hamasaid and Saheb (2020), and Brime and Amin (2020), have explored the subject in recent years. These research studies have been undertaken in locales within the Kurdistan Region-Iraq (KRI), other than the specific area currently under examination.…”

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confidence: 99%

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Kurdish EFL Student Teachers’ Perceptions Towards Their School-Based Teaching Practice Course

Mohammad,

B. Al-Azzawi

2024

HJUOZ

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Teaching practice holds paramount significance within the domain of teacher education and training, providing student teachers with a tangible opportunity to acquire practical knowledge and firsthand experience in the dynamics of schooling and classroom pedagogy. This study set out to investigate the perceptions of EFL student teachers regarding the school-based teaching practice course in four colleges of education and basic education in Duhok province of the Kurdistan Region-Iraq. A combined qualitative and quantitative methodological approach was used to gather the research data. A paper and online questionnaire provided quantitative data from 132 participants, complemented by conducting semi-structured interviews with 16 student teachers. The results showed that the teaching practice experience was deemed ineffective and inadequate in preparing to become qualified EFL teachers. The results further revealed that the majority of the elements involved in the topic being studied were deemed unsatisfactory and there were multiple areas for improvement in the phenomenon. The implications of these findings extend our understanding of the process and procedures of the teaching practice course in this specific context. The findings presented add to our understanding of the various aspects of the subject. The research has the potential to inform policy decisions and practical interventions, thereby positively influencing the field and leading to tangible improvements. This study holds significant importance as it addresses a critical gap in existing research, shedding light on an area that has thus far been underexplored. A significant limitation of the current study is its exclusive focus on student teachers as the primary data collection subjects. Therefore, future research should consider investigating the perspectives of other stakeholders involved in the teaching practice, including university supervisors, school principals, representatives of English departments, the course developers, and focal persons.

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Section: Reflection Opportunitiessupporting

confidence: 84%

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confidence: 99%

Kurdish EFL Student Teachers’ Perceptions Towards Their School-Based Teaching Practice Course

Mohammad,

B. Al-Azzawi

2024

HJUOZ

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“…26682/hjuod.202326682/hjuod. .26.1.38 (Abdulrahman, 2019Hamasaid andSaheb, 2020 &Brime &Amin 2020). The other investigations have been parts of larger studies (Haji, 2018, Vernez et al, 2014, Sofi-Karim, 2015.…”

Section: Introductionmentioning

confidence: 99%

Investigating Kurdish Efl Student Teachers’ Classroom Teaching Experiences And Problems during Teaching Practice

Mohammad

Al-Azzawi²

2023

UOD

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Teaching practice (TP), also known as teaching practicum, is a compulsory component of every teacher education program. In recent years, multiple studies have attempted to understand student teachers' school-based teaching practice challenges. However, there has been insufficient investigation into the classroom experiences and challenges of the student teachers. This study aims to investigate the English language student teachers' classroom teaching experiences and problems they face during teaching practice at four public colleges of education and basic education in Duhok, Kurdistan region of Iraq (KRI). A 31-item questionnaire (paper and online) categorized into four domains -problems related to: student teachers (STs), classroom students, textbooks, and classroom environment-was administered to 132 participants at the end of their TP. The study revealed that student teachers encountered a wide range of challenges most of which were caused by the classroom students and classroom environment while less frequently by textbooks and STs themselves. These results allow us to understand the nature of the problems that handicap a productive and impactful TP course that aims to develop the skills of student teachers. These findings should provide a promising data framework for future plans of teaching practice.

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Practicum Process and its Challenges from Students Teachers’ Perspective: Kurdish Department of Sulaimani University as Example

Raheem¹

2023

HUJ

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The paper attempts to identify the challenges faced by student-teachers of Kurdish Department- College of Basic Education- University of Sulaimani during their teaching practice. The study hypothesizes that student-teachers encounter some challenges throughout teaching practice. To investigate the challenges, a questionnaire is designed, which consists of 20 relevant items of the practicum process. The questionnaire is responded by 34 student-teachers. The data is analyzed; according to the analyzed data, the study reached a result that student-teachers face some challenges in the schools, which includes a shortage of practicum period, use of traditional methods by the school teachers, lack of teaching facilities, large classes, lack of evaluator’s regular visiting and ignoring the practice side of Kurdish lesson.

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Challenges Experienced by Kurdish EFL Student-teachers during their Teaching Practicum

Cited by 3 publications

References 18 publications

Kurdish EFL Student Teachers’ Perceptions Towards Their School-Based Teaching Practice Course

Kurdish EFL Student Teachers’ Perceptions Towards Their School-Based Teaching Practice Course

Investigating Kurdish Efl Student Teachers’ Classroom Teaching Experiences And Problems during Teaching Practice

Practicum Process and its Challenges from Students Teachers’ Perspective: Kurdish Department of Sulaimani University as Example

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