Pre-Service Teachers Learning to Teach English to Very Young Learners in Macau: Do Beliefs Trump Practice?

Reynolds, Barry Lee; Ha, Xuan Van; Ding, Chen; Zhang, Xiaofang; Liu, Sylvia; Ma, Xiaoyan

doi:10.3390/bs12020019

Cited by 14 publications

(11 citation statements)

References 73 publications

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“…e finding also coincides with [35], where the author claimed that teachers' levels of satisfaction dropped and that they experienced rapid mental fatigue with the online teaching process. Finally, to alleviate all those issues, existing studies [67][68][69][70][71] recommended identifying areas (e.g., lesson planning, teacher's digital skills, technological pedagogical knowledge, time management, digital competence, digital teaching styles, and communication skills) where teachers need training and workshops for ensuring effective online teaching.…”

Section: Discussionmentioning

confidence: 99%

Effectiveness of Need-Based Teacher’s Training Program to Enhance Online Teaching Quality

Ahmmed

Saha

Tamal

2022

Education Research International

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The COVID-19 pandemic drastically transformed the global education system forever. To sustain the education system, e-learning has been adopted as an alternative teaching-learning strategy in most countries. Due to this sudden transition, teachers had practically no time to prepare themselves for distance learning, especially in developing countries. Consequently, teachers faced numerous challenges while teaching online. The present study aimed to explore the effectiveness of need-based teachers’ training programs to address online teaching challenges faced by primary and secondary level teachers. Adopting a mixed-method research approach, this study was conducted between January and July 2021 at 6 primary and secondary level institutions in 4 different districts of Bangladesh. Primary data were collected through face-to-face surveys, electronic surveys, and one-to-one semi-structured interviews. Descriptive analysis and bivariate correlational analysis were carried out for quantitative data exploration. On the other hand, qualitative data were coded and analyzed thematically. Findings highlight that less familiarity with online teaching tools, lack of digital skills, unstable Internet connectivity, difficulties with time management, insufficient teaching materials, lack of satisfaction, heavy workload, and poor self-confidence were the key barriers to online teaching. However, in this study, a proper need-based teacher training program is found to be considerably effective in improving online teaching quality by increasing teachers’ technological skills, confidence, satisfaction, motivation, time management skill, and behavioral changes. The overall findings of this study are expected to assist the devolved authorities in implementing synchronized policies to improve online teaching quality.

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Section: Discussionmentioning

confidence: 99%

Effectiveness of Need-Based Teacher’s Training Program to Enhance Online Teaching Quality

Ahmmed

Saha

Tamal

2022

Education Research International

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“…The topic of Teaching English to Young Learners (TEYL) focuses on the unique challenges of working with young students of the language (Nafissi & Shafiee, 2020;Reynolds et al, 2022). Numerous studies highlight the value of introducing the English language to young children.…”

Section: Teaching English To Young Learnersmentioning

confidence: 99%

“It’s Exciting and Motivating”: Pre-Service Teachers in Teaching English to Young Learners in Kurikulum Merdeka Implementation

Khunaivi,

Anshori,

Hidayah

2023

sicee

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Caused by the Covid-19 pandemic, rapid shifts in teaching strategies have exposed preservice teachers to novel difficulties and opportunities. Because of these shifts, pre-service teachers now face new challenges in teaching English, especially to young learners in the implementation of Kurikulum Merdeka. The purposes of this study were to explore how pre-service teachers prepared themselves in teaching English to young learners and what made them excited and motivated in teaching English to young learners at the Islamic elementary level. Joining teaching practice at the Islamic elementary level directly made pre-service teachers challenged in doing such kinds of teaching and learning processes in handling the learners in the implementation of Kurikulum Merdeka. To overcome these problems, the pre-service teachers employed such kinds of strategies by utilizing inventive pedagogical tools like the "Snake and Ladder" and "Beberan" Game Board, as well as teaching strategies like project-based learning and cooperative learning. This study suggested that future preservice teachers needed more appropriate strategies and media, especially in teaching English to young learners at the Islamic elementary level. Finally, pre-service teachers needed to find ways to get the young learners involved and working together in the classroom and they culled the best strategies and media in the teaching and learning process.

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“…Based on the previous empirical and theoretical research, it could be argued that teaching in a real classroom environment could be much more useful for pre-service teachers to put their knowledge into practice. Therefore, as Reynolds et al (2022) highlight, teacher education programs should take responsibility and offer teaching practice opportunities that allow pre-service teachers to put theoretical information into practice, particularly with YLs. At this point, the inclusion of practicum could be regarded as a solution, as the benefits of practicum in teacher education programs are well documented in previous research (Collinson et al, 2009;Lawson et al, 2015;Yildirim & Orsdemir, 2019).…”

Section: Previous Studiesmentioning

confidence: 99%

Teaching English to Young Learners: Combining Theory and Practice through Practicum in Pre-service Teacher Education

Tekin

BAYKARA

2023

TELL

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Recent years have witnessed an exponential growth in interest in teaching English to young learners (TEYL) across the world. Pivotally, there is some research focusing on in-class practices and teacher pedagogy on this issue, yet young learner teacher education has not been given much attention. Many teacher education programs in different countries prepare their pre-service teachers for young learners by offering TEYL courses without providing them with real classroom experiences. To this end, the researchers initiated a practicum project in which pre-service EFL teachers taught English to young learners besides taking the TEYL module at the university. Drawing on semi-structured interviews with 21 participants, it was aimed to examine the effectiveness of a practicum-integrated TEYL teacher education program. The findings revealed that practicum provided teacher candidates with a range of benefits in terms of putting young learner knowledge into practice, developing teaching skills, designing age-appropriate lessons and materials, and gaining confidence with TEYL. Different from previous practicum-related studies, the current study showed that practicum helped pre-service teachers have clearer minds on their future careers and teaching contexts in that some participants would choose to work with older learners considering the distinctive characteristics of children. This study offers implications for pre-service teachers and teacher education programs for training young learner English teachers more effectively.

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Pre-Service Teachers Learning to Teach English to Very Young Learners in Macau: Do Beliefs Trump Practice?

Cited by 14 publications

References 73 publications

Effectiveness of Need-Based Teacher’s Training Program to Enhance Online Teaching Quality

Effectiveness of Need-Based Teacher’s Training Program to Enhance Online Teaching Quality

“It’s Exciting and Motivating”: Pre-Service Teachers in Teaching English to Young Learners in Kurikulum Merdeka Implementation

Teaching English to Young Learners: Combining Theory and Practice through Practicum in Pre-service Teacher Education

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