Pre-Service English Language Teacher Education and the First Years of Teaching: Perspectives from Cyprus

Kourieos, Stella; Diakou, Maria

doi:10.1080/1547688x.2019.1628558

Cited by 7 publications

(6 citation statements)

References 13 publications

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“…For competent teaching, Shulman (1987) has identified seven types of knowledge: (i) content knowledge, (ii) pedagogical knowledge, (iii) curriculum knowledge, (iv) pedagogical content knowledge, (v) knowledge of the learners and their characteristics, (vi) knowledge of educational contexts, and (vii) knowledge of educational ends. In addition to these pieces of knowledge, teachers' self-reflection has often been reported in the literature as a critical component of teachers' growth as professionals (Farrell & Baecher, 2017;Kourieos & Diakou, 2019;Richards & Farrell, 2011).…”

Section: Conceptualization Of the Remedies To Improve Spoken Englishmentioning

confidence: 99%

Students’ low proficiency in spoken English in private universities in Bangladesh: reasons and remedies

Islam

Stapa

2021

Lang Test Asia

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Students of private universities in Bangladesh are often found to be less competent in spoken English. Since the universities have adopted EMI (English medium instruction) policy, the prevailing linguistic condition on the campus is an “English only environment.” In this context, students are required to communicate in English both inside and outside their classroom, but they desperately struggle to cope with this environment. This study attempted to understand and explain this problem; hence, it set three aims: to evaluate students’ current level of proficiency in spoken English, to investigate the reasons, and to offer remedies. Initially, selected students were given an IELTS-style speaking test in order to determine the overall proficiency in spoken English. Then, involving teachers and students, semistructured email interviews were conducted. The findings report that students’ current level of proficiency is around IELTS band score 5. Reasons for low development of spoken English among students include complex nature of speaking, inappropriate application of instructional methods, teachers’ low proficiency in spoken English and controlling behavior, students’ psychological factors, sociocultural factors, students’ inadequate linguistic resources, L1 interference, and large class size. Remedies suggested by the participants entail integrating TBL (task-based learning) and CL (cooperative learning) teaching-learning, making students aware of noticing, learning speaking through listening, teaching collocations, promoting self-regulated learning, and strengthening teacher education. The reasons investigated and the remedies explored have significant implications that might guide the members of the operating trusts of the private universities, members of the curriculum development and revision committees, and the practitioners to adopt practical approaches to ensure effective learning of spoken English by the students.

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Section: Conceptualization Of the Remedies To Improve Spoken Englishmentioning

confidence: 99%

Students’ low proficiency in spoken English in private universities in Bangladesh: reasons and remedies

Islam

Stapa

2021

Lang Test Asia

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“…Tammets, Pata, and Eisenschmidt (2018) found that Estonian novice teachers were inadequately supported by their colleagues and tertiary level experts. Similarly, Kourieos and Diakou (2019) found that the novice primary level EL teachers in Cyprus faced diffi culty in dealing with learners who spoke different languages and came from various cultural backgrounds. Whalen, Majocha, and Van Nuland (2019) also reported that the novice EL teachers in Canada confronted different challenges -limited scope for getting a mentor, non-involvement of experienced teachers in induction, and limited observation opportunity.…”

Section: Locating the Gap For The Present Studymentioning

confidence: 98%

EL Teachers’ Induction Phase in Bangladesh: Practices, Challenges, and Expectations

Rouf

2022

J NELTA

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This study aimed to explore the English language (EL) teachers’ induction phase in Bangladesh, focusing on the usual practices, challenges they face, and their expectations. Teachers’ induction phase is immensely signiﬁcant as they make a transition to the teaching profession. Following the qualitative phenomenological approach, qualitative data were collected from six (6) EL teachers working at the primary, secondary, and higher secondary levels across Bangladesh through interviews. The collected data were analysed using the thematic analysis framework as advocated by Braun and Clarke (2006). The key ﬁndings included a three-segment teacher recruitment mechanism, absence of pre-service teacher preparation and adequate initial training, varied initial experiences of teachers, no mentoring and observation, limited collaboration, and inadequate opportunity for professional development. Moreover, the ﬁndings also revealed that many such teachers are confused regarding their career because of discrepancies between pre-service perceptions and in-service actualities, lack of required support and resources for novice teachers, the signiﬁcance of teachers’ proactive role in induction, and their confusion about career planing.

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“…It can also diminish the space for exploration and reflection for mentors and PTs alike (Jensen, 2016). Established mentoring practices thus frequently play down exploration and reflection in mentoring conversations, which is inconsistent with PTs' need to examine their own teaching practices and establish professional autonomy (Kourieos and Diakou, 2019).…”

Section: Established Mentoring-conversation Proceduresmentioning

confidence: 99%

Tool-based mentoring conversations in teacher education: new structures, opportunities and the role of adaptive expertise

Hunskaar,

Gudmundsdottir

2023

IJMCE

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PurposeThis paper aims to investigate how school-based mentors and preservice teachers (PTs) perceive mentoring conversations when applying a set of newly developed digital tools accompanied by discursive tools in mentoring in practicum.Design/methodology/approachThis study performed a thematic analysis of 12 interviews (5 with mentors and 7 with PTs) to explore how the participants perceived mentoring conversations when applying a combination of digital and discursive tools in school-based mentoring conversations. This study uses a model of adaptive expertise to discuss the findings.FindingsThis analysis revealed that the tools could alter the typical order of mentoring conversations. Mentors reported a change in their mentoring routines in which mentees took a more active role in conversations. The use of tools also allowed for richer conversations. From the perspective of PTs, the tools provided a structure for mentoring sessions, provided an alternative opening for mentoring conversations and enhanced their awareness of certain aspects of their own teaching.Originality/valueThis study's results suggest that the application of tools in mentoring enhances mentoring by facilitating reflection among PTs and mentors and fostering the development of adaptive expertise.

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Pre-Service English Language Teacher Education and the First Years of Teaching: Perspectives from Cyprus

Cited by 7 publications

References 13 publications

Students’ low proficiency in spoken English in private universities in Bangladesh: reasons and remedies

Students’ low proficiency in spoken English in private universities in Bangladesh: reasons and remedies

EL Teachers’ Induction Phase in Bangladesh: Practices, Challenges, and Expectations

Tool-based mentoring conversations in teacher education: new structures, opportunities and the role of adaptive expertise

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