Exploring Pre-service Teachers' Beliefs about English Teaching Competence, Perceived Competence, and Actual Competence

Kim, Hyun Jin

doi:10.25256/paal.23.2.1

Cited by 8 publications

(12 citation statements)

References 11 publications

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“…A subjective self-assessment may occur due to the desire to maintain a positive self-image (Firyomanto et al, 2016), in addition to the systematic tendencies to overestimate or underestimate something (Kim, 2019). Through this research, the researcher conducted a further analysis of how the assessment of teaching competencies and performance should be performed to generate valid, accurate, and objective data for self-evaluation and development of the teachers, educational institutions, and quality improvement programs at the ECE level.…”

Section: Discussionmentioning

confidence: 99%

Agreement Levels of Kindergarten Principals and Teachers to Determine Teaching Competencies and Performance

Utami¹,

Pranoto²,

Latiana³

et al. 2021

EUROPEAN J ED RES

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This research aimed to analyze the levels of agreement between kindergarten teachers and principals in identifying the assessment of teachers' teaching competencies and performance. The study was designed under a quantitative approach using a survey. It implemented a non-probability sampling technique with purposive sampling. The sample of the population comprised of 173 kindergarten teachers and 101 principals in Semarang District, Indonesia, or a total of 274 respondents. The data were collected through a questionnaire and analyzed using Cohen's Kappa coefficient to measure the levels of agreement between raters and Pearson Chi-Square test was also utilized to determine the differences in perceptions among principals and teachers. The findings showed that the levels of agreement between raters were averagely in the no agreement category, implying the existence of differences in perceptions among teachers and principals. The involvement of a multi-rater strategy in such research is a rare effort, especially for the Early Childhood Education (ECE) level in Indonesia. Researches regarding teaching competencies and performance generally only involve single rater, either teachers or principals who judge themselves on their competencies and performance, thus the results tend to be subjective. In conclusion, the assessment of teaching competencies with the relation of cognitive abilities was conducted through a test that considered subjective questions and case analysis to evaluate the teachers' skills based on their performance and self-description. Both personal and social assessments utilized self-assessment forms or autobiographies, which were completed with specific themes. Meanwhile, the performance assessment was observed with the assessment rubric and comparison with the learning process performed by an individual educator.

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Section: Discussionmentioning

confidence: 99%

Agreement Levels of Kindergarten Principals and Teachers to Determine Teaching Competencies and Performance

Utami¹,

Pranoto²,

Latiana³

et al. 2021

EUROPEAN J ED RES

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“…They conduct a conference or discussion to investigate pre-service teachers' weaknesses, strengths, and what aspects they must improve their teaching practices. Thus, the integration of VRMS and student-teacher conferences are predicted to be beneficial to cultivate English pre-service teachers' teaching performances, feeling of engagement and belonging in community learners, as well as increased confidence, better behaviors, and mastery of the practice-based skills (Cavanagh, 2021;Epstein et al, 2020;Kim, 2019;Laborda et al, 2020). By getting feedback and developing their self-reflection, pre-service teachers can gradually understand their progress in their trajectories to pursue professionalism in teaching.…”

Section: Student-teacher Conference and Video In Microteaching Coursesmentioning

confidence: 99%

“…English pre-service teachers are students majoring in English education at a university who is prepared to be skillful English teachers. They need preparation, experience, and opportunities to develop their teaching performance (Hokor et al, 2021;Kim, 2019). In addition, Yusuf et al (2017) claim that pre-service teachers need feedback and time to grow and self-reflect on their teaching performances, specifically in Microteaching Classes.…”

Section: Introductionmentioning

confidence: 99%

“…A study by Cavanagh (2021) surprisingly reveal that too much feedback could be counterproductive for pre-service teachers in developing their teaching competences. Kim (2019) suggests that lecturers should motivate preservice teachers to make efforts for their teaching performances. Thus, a question to answer is how to provide feedback to help pre-service teachers understand how to develop their teaching competences.…”

Section: Introductionmentioning

confidence: 99%

“…These competencies are crucial to empower preservice teachers with adequate knowledge before they become in-service teachers. The issues of competences are the focus of English Education Departments to prepare skillful English teachers for the future, but it is a complex process (Kim, 2019;Nue & Manara, 2022). Ismail and Jarrah (2019) claim that preparing skillful, competent, and motivated teachers equipped with all the fundamental pedagogical and content knowledge and language proficiency has become a challenging priority in many countries.…”

Section: Introductionmentioning

confidence: 99%

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Student-teacher conferences and video-recorded microteaching sessions in developing pre-service teachers' teaching competences

Marhaban

Kasim

Syamaun

et al. 2023

SiELE

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The present study highlighted the importance of pre-service teachers’ teaching competences in English Language Teaching (ELT). Facts show that empowering pre-service teachers is very important, but inspiring lecturers to implement a suitable teaching model takes time. Thus, this study aimed to determine how student-teacher conferences and video-recorded microteaching sessions (VRMS) affected pre-service teachers’ competences. Besides, the self-reflection of the pre-service teachers after watching their own teaching performance video and the conference with the lecturer was also investigated to see their behaviors towards their teaching performances. This mixed-method study involved one group and applied three main instruments to collect data: interviews (student-teacher conferences), checklists of teacher self-evaluation forms, and teaching practicum performance tests using a scoring rubric adapted from Brown (2000). There were 20 participants who were taking the Microteaching Course at the Department of English Education, Universitas Syiah Kuala, Banda Aceh, Indonesia. The study was conducted in one consecutive semester consisting of 16 meetings, each of which was 200 minutes long (4 credits). The results proved that student-teacher conferences and VRMS stimulated pre-service teachers’ teaching competences. Pre-service teachers grew their self-reflection after watching their own teaching videos and understood their strengths and weaknesses after getting student-teacher conferences. It implies that the improvement of their teaching competences resulted from a process involving the willingness to do self-reflection and the lecturer’s help in understanding what areas the pre-service teachers had to improve. The implications of the study are also presented and discussed in this paper.

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STEM Teachers’ Preparation, Teaching Beliefs, and Perceived Teaching Competence: a Multigroup Structural Equation Approach

Song

Zhou

2020

J Sci Educ Technol

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Exploring Pre-service Teachers' Beliefs about English Teaching Competence, Perceived Competence, and Actual Competence

Cited by 8 publications

References 11 publications

Agreement Levels of Kindergarten Principals and Teachers to Determine Teaching Competencies and Performance

Agreement Levels of Kindergarten Principals and Teachers to Determine Teaching Competencies and Performance

Student-teacher conferences and video-recorded microteaching sessions in developing pre-service teachers' teaching competences

STEM Teachers’ Preparation, Teaching Beliefs, and Perceived Teaching Competence: a Multigroup Structural Equation Approach

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