Learning to Teach: A Descriptive Study of Student Language Teachers in Taiwan

Liaw, En-Chong

doi:10.5539/elt.v5n12p152

Cited by 7 publications

(4 citation statements)

References 25 publications

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“…'s (2004) studies which indicated teaching related issues as the biggest problem. Likewise, Liaw's (2012) and Valdez et al's (2000) studies also reported classroom management to be a significant concern.…”

Section: Pre-service Teachers' Concernsmentioning

confidence: 89%

Pre-service teachers’ Perceived Concerns and Benefits during Practicum

Peköz>

2020

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The study focused on pre-service teachers’ benefits from teaching practice, and the problems they experienced during practicum. Using document analysis method, the data were obtained from their portfolios which included self-evaluation forms, weekly journal entries, and summary reports of their teaching experience. The results indicate that a) teaching practice is a turning point for pre-service teachers, b) it was the practicum opportunity rather than the coordinating teachers’ support that mattered, c) selection of the coordinating teachers was not done effectively, d) longer-service coordinating teachers followed conventional methods, e) the more practical the university courses the less problems the pre-service teachers experienced.

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Section: Pre-service Teachers' Concernsmentioning

confidence: 89%

Pre-service teachers’ Perceived Concerns and Benefits during Practicum

Peköz>

2020

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“…Moreover, other challenges pertaining to teaching practice include: lack of proper guidance from the supervisors and educators from schools (Hamaidi et al 2014); confusion in adapting theories and concepts they have learnt and adopted from their lecturers into real classroom situations (Liam 2012); not being provided with the manual of rules and regulations of teaching practices before going to the practising schools and failure by their supervisors to pinpoint serious shortcomings in student teachers' lesson planning (Gujjar et al 2010); simultaneous roles of being teachers and students, their performance assessment by the supervisors, and management of relationships with and between supervisors (Schoeman and Mabunda 2012). It is worth noting that not all the programmes which the student teachers are enrolled for have yet been aligned with MRTEQ.…”

Section: Teaching Practice (Tp)mentioning

confidence: 99%

Being first year B.Ed. Foundation phase student teachers at a university: Wrestling apprehension in and through a chosen career

Ravhuhali

MacDonald²,

Mashau

et al. 2019

SAJHE

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This article sought to understand the anxieties and challenges faced by Foundation Phase student teachers during their teacher training programmes and ask the following question: What are the student teachers' anxieties and challenges in regard to career path they have chosen in the near future? In this article, researchers argue that the vast number of students suffer from anxiety better known to themselves. The article argues that the diverse nature of anxieties experienced by student teachers might have varied adverse consequences and might lead to dropping out of the programme or simply leading a miserable career life. Qualitative exploratory design was utilised in which a purposive sampling procedure was adopted in selecting 383 respondents doing Foundation Phase Initial Teacher Education (ITE) programme from three universities. Data were Ravhuhali, MacDonald, Mashau, Lavhelani, Mutshaeni Being first year B.Ed. Foundation phase student teachers 99 thematically analysed. The most identified causes of student anxiety revolve around finances, selfesteem, career identities and choices conundrum. This article would not necessary provide all the answers but seeks to provide deeper understanding of the anxieties experienced by student teachers and provide credible empirical findings. The researchers recommend that this study be conducted in other universities across South Africa.

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“…As stated by Depreli (2014) "since the 1990s, teacher educational programs have been a focus of criticisms, particularly with regard to how they balance theory and practice." (p. 60) The results of several studies (Liaw, 2012;Goff-Kfouri, 2013;Al-Seghayer, 2014;Wang & Clarke, 2014) have shown that many teacher educational programs are relatively ineffective in preparing pre-service teachers for classroom teaching. Such findings suggest that these programs might require improvement and that pre-service teachers should be more thoroughly assessed during the practicum period.…”

Section: Introductionmentioning

confidence: 99%

Challenges in Practicum: Views and Perceptions of EFL Pre-service Teachers towards Field Experience Skills in Real Classrooms

Journal¹,

Alamri²

2018

Preprint

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The purpose of this classroom action research was to investigate the perceptions of English as a Foreign Language (EFL) pre-service teachers towards the challenges they face in teaching experience during the practicum period. The participants were 35 Saudi EFL female pre-service teachers in the Educational Diploma Program (EDP) attending Teaching Practicum (1) Course in Taibah University, Saudi Arabia. A mixed method, which contains both quantitative and qualitative research design, was used to collect data. Research instruments comprised a perception opinionnaire designed to measure the perceptions of EFL pre-service teachers towards the challenges they face in teaching experience during the practicum. The results showed that EFL pre-service teachers considered the observation period during the Teaching Practicum (1) Course between moderately and extremely beneficial. The results of the perceptions of EFL pre-service teachers regarding classroom-teaching skills were between highly and moderately to low challenging. Additionally, their skills related to school environment indicated less challenging than skills related to classroom teaching experiences. The results of the open-ended question were divided into three meaningful and thoughtful categories to add much depth and understanding of the research problem. Some recommendations based on the results were derived. For example, EFL pre-service teachers needed further development in teaching experiences and skills related to classrooms and school setting. Furthermore, meetings, workshops, and/or small discussion sessions need to be conducted between all the stakeholders in the practicum to explore problems and anticipate possible solutions.

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Learning to Teach: A Descriptive Study of Student Language Teachers in Taiwan

Cited by 7 publications

References 25 publications

Pre-service teachers’ Perceived Concerns and Benefits during Practicum

Pre-service teachers’ Perceived Concerns and Benefits during Practicum

Being first year B.Ed. Foundation phase student teachers at a university: Wrestling apprehension in and through a chosen career

Challenges in Practicum: Views and Perceptions of EFL Pre-service Teachers towards Field Experience Skills in Real Classrooms

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