Development of a training module to improve initial ELT proficiency among student-teachers in multi-ethnic community schools

Abstract

APA Citation:Xiao, Y., Surasin, J., & Prabjandee, D. (2020). Development of a training module to improve initial ELT proficiency among student-teachers in multi-ethnic community schools. AbstractThis study aimed to investigate the current needs of student-teachers' professional development, develop a training module to improve their initial ELT proficiency and determine its effectiveness. The mixed methods research design with parallel strategy, starting with the quantitative and following by the qualitative research methods were employed in eliciting various sets of research data. Numerous instruments were utilized in different stages with 168 respondents (student-teachers and English teachers), 18 informants (parents, kindergarten English teachers, principles ans stakeholders) and 58 participants (student-teachers). The ADDIEM training process was adopted as a guideline for the framework to develop the training module. The study resulted in the following outcomes: 1) fourteen prioritized topics within the four transformed training modules (Linguistic Bases, Lesson Design, Teaching Techniques and Teaching Demonstration) were identified as the challenges facing the current studentteachers; 2) training objectives and its syllabus, lesson plans, instructional strategies, training participants and location, delivery of the training, and training evaluation and improvement were defined sequentially in each phase as the specific components of the training activities; and, 3) the ADDIEM Training Process, constituting of the six phases of need analysis, design, development, implementation, evaluation and modification, was merged systematically to develop a feasible training module, and the training program was highly accepted because of its effectiveness of great benefit and satisfaction. Finally, the constructive recommendations in view of focusing on establishing a pleasant teaching and learning environment, ensuring sufficient training periods, identifying the trainer's professional traits and competences, specifying trainees' background knowledge, altering training models at the in-service level were made for future practice and research.

In a long-winded road: Understanding the lived experiences of faculty members on module writing in the new normal

“…This implies that thorough training is required for professionals in the field to overcome such obstacles. This is congruent to previous study [19] investigating the needs of studentteachers professional development. It was found that training on a module is one of the challenges that they experienced.…”

Teaching Strategies Employed by the English Teacher during the Onsite Transitional Period

“…So, the learning activity become effective. It is also important to know, either the teaching strategies applied by the teacher were in accordance with the I2M3 standard process or not (Darmawati et al, 2020;Saleh, 2021;Xiao et al, 2020). Firstly, for the interactive teaching strategies teacher apply reviewing strategies, which in the beginning of the class, the teacher asked the students about what they have learned in the previous meeting.…”

The Necessity for Google Slide-Based Module Development Training for High School Teachers

“…It was shown that the implemented method was still conventional and straightforward and could not motivate the trainees to maximize the training process. The training process must be supported by exciting methods and suitable training materials that are adequate and relevant to the progress of the current era (Oksa & Soenarto, 2020;Xiao et al, 2020;Logan et al, 2020). The conducted training conditions only had materials in the form of PowerPoint slides displayed on a projector consisting of short and more straightforward sentences causing lower understanding and mastery of the participants.…”