Connecting theory and practice in teacher education: English-as-a-foreign-language pre-service teachers’ perceptions of practicum experience

Yin, Jie

doi:10.1186/s42862-019-0003-z

Cited by 35 publications

(25 citation statements)

References 30 publications

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“…This situation has the potential to create psychological pressure, which impacts the implementation of online lectures, which weakens the character-building habit, especially for student teachers. Yin, (2019) and Fukkink et al, (2019) stated that each student teacher is not only required to have scientific competence but readiness to facilitate learning that is oriented towards educating. Online learning cannot be carried out if it is taken over directly by students' learning attitudes, so an analysis of the impact of online learning on student character is needed.…”

Section: Introductionmentioning

confidence: 99%

Character Index of Mathematics and Science Student Teachers in Online Learning

Parmin

Junaedi

Purwantoyo

et al. 2020

j. pendidik. indonesia.

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Online learning changes learning habits from face to face to distance learning. The purpose of the study is to measure the character index of mathematics and science student teachers in online learning during the COVID-19 pandemic. The study used mixed methods, collecting and analyzing quantitative data through questionnaires targeting Mathematics and Science student teachers, followed by qualitative data through interviews. The questionnaire used a Likert five scale option. The number of research targets was 340 student teachers with 224 women and 116 men. The results obtained are four indicators of mathematics and science student teachers characters in online learning that are less than optimal, consisting of beginning and ending lectures by praying, attendance, and politeness while optimal in the timeliness indicator collecting assignments with an index of 4.40 from a maximum index of 5.00. The study concludes that online learning has an impact on the character index of student teachers.

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Section: Introductionmentioning

confidence: 99%

Character Index of Mathematics and Science Student Teachers in Online Learning

Parmin

Junaedi

Purwantoyo

et al. 2020

j. pendidik. indonesia.

View full text Add to dashboard Cite

show abstract

“…It is only after the teaching in a practicum that the pre-service EFL teachers can personalize their teacher identity and become more aware of their personal beliefs as they teach in real context experience. The dissatisfaction with the methodology courses at university has also been indicated in Yin's (2019) study with 15 prospective teachers who have already taken the methodology course for teaching speaking. In her study, she explored the pre-service teachers' beliefs on how they perceive the effects of the teacher-training courses at university as they attempt to practically weigh their theoretical knowledge during the practicum.…”

Section: Practicum In Teacher Educationmentioning

confidence: 97%

“…The practicum provided prospective teachers with awareness of real issues in the teaching profession. Very recently, Yin (2019) ran an empirical study to evaluate a methodology course designed to improve Chinese pre-service EFL teachers' readiness to teach in a 4-week practicum in secondary schools. During the practicum period, 15 pre-service teachers kept reflective journals.…”

Section: Practicum In Teacher Educationmentioning

confidence: 99%

The Impact of Practicum on Pre-Service EFL Teachers’ Self-Efficacy Beliefs: First Step into Professionalism

Eginli

Solhi

2021

education

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This study sought to investigate changes in pre-service EFL teachers’ self-efficacy beliefs before and after the practicum experience at school. The data were collected using the same 24-item teacher sense of efficacy (TSE) scale. Three null hypotheses were formulated based on the subcategories of self-efficacy in the study (i.e., self-efficacy in student engagement, self-efficacy in applying instructional strategies, and self-efficacy in classroom management). The Wilcoxonsigned rank test runs on the pre-practicum and post-practicum results suggested that the null hypothesis that practicum would not bring about any change in student engagement should be rejected. According to the second null hypothesis, there would be no significant difference between pre-service EFL teachers’ pre-practicum and post-practicum self-efficacy in applying instructional strategies. Results indicated that we should reject the second null hypothesis, too, implying that pre-service teachers’ scores in this construct have also been significantly different from each other in the pretest and the posttest. The last hypothesis of interest was if pre-service EFL teachers’ selfefficacy in classroom management changes due to practicum experience. The data gathered implies that we should reject this hypothesis, possibly in favor of the premise that our practicing pre-service EFL teachers have made positive gains in their classroom management ability. If we compare the obtained results based on the effect sizes that we have calculated for them, although all of them are strong effect sizes, we can say that the pre-service EFL teachers’ self-efficacy has improved first in classroom management (r = 0.77), second in applying instructional strategies (r = 0.71), and third in student engagement (r = 0.622). The findings of the study are discussed in the light of implications to the language teacher education programs and the development of practicum experience.

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“…The teachers were aware of suitable activities for children, such as songs and games, but they did not know how to use such activities in a language classroom. Even more recently, studies such as Yin (2019) are still finding limitations in how SLTE prepares teachers for the reality of the classroom. Yin researched pre-service teachers in Korea as they tried to apply what they had learned in their theoretical courses to their practice during the practicum.…”

Section: Literature Reviewmentioning

confidence: 99%

“This is why students feel lost when they go into teaching practice”: English Language Teachers’ Views on their Initial Teacher Education

Garton

2020

IJLTER

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The last 20-25 years have seen a significant shift in the views about what teachers need to know to be able to teach. This shift has led to new developments in the theory of second language teacher education (SLTE) and a growth in research in this area. One area of research concerns the attitudes and expectations of those learning to become teachers. While most studies in this area focus on teacher education programmes in BANA countries, this article looks at data from student teachers studying in Russia and Uzbekistan. The study employed a quantitative and qualitative research design, using a researcher-designed on-line questionnaire. Through snowball sampling, data from 161 students and recent graduates in the two countries were collected, analysed, and compared to investigate the content of SLTE programmes. The study identified what the novice teachers felt were the strengths and weaknesses of their programme, and what changes they would like to see. Results showed that while the respondents were mainly satisfied with their methodology, and theoretical linguistics courses, they felt the need for more practice, both teaching and language practice. The data also revealed that, in Uzbekistan in particular, the idea of global English struggles to take hold as native-speaker models remain the norm. The implications of the study underline the need for SLTE to explicitly link theory to practice and to promote the idea of varieties of English, rather than focus on native-speaker norms.

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Connecting theory and practice in teacher education: English-as-a-foreign-language pre-service teachers’ perceptions of practicum experience

Cited by 35 publications

References 30 publications

Character Index of Mathematics and Science Student Teachers in Online Learning

Character Index of Mathematics and Science Student Teachers in Online Learning

The Impact of Practicum on Pre-Service EFL Teachers’ Self-Efficacy Beliefs: First Step into Professionalism

“This is why students feel lost when they go into teaching practice”: English Language Teachers’ Views on their Initial Teacher Education

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