Promoting Student Teachers' Teaching Practicum Within Designated Speaking Class

Abstract

This study aims at promoting undergraduate student teachers’ teaching practicum that highlights the pedagogical and teaching performance within the designated speaking class. Four senior student teachers participated in five weeks’ teaching practicum through the purposive sampling selection. The method of this study used observation, questionnaire, and teaching practicum documents to facilitate the qualitative analysis in relevance with student teachers’ teaching files, running-methods course, and classroom observations. The core practices of probing pedagogical activities engaged student teachers in intrinsic discussions explicitly and implicitly. The substantial pedagogical matters and their sub-matters were experientially derived from the relevant practicality into the common sense of instruction criteria on planning, implementation, and reflection stages. The discussion substance highlighted daily speaking performance in vocabulary, grammar, pronunciation, fluency, and content among freshmen and sophomores. This study recommends student teachers improve their theoretical and practical teaching methods by accommodating enumeration and sense-making classroom discussion.

Autistic Student Teacher’s Pedagogical Competence in the English Language Teaching

“…From the first until the third day, he had reached the improvement in applying his pedagogical competence in the ELT practicum to achieve learning objectives. The five teaching skills in the ELT practicum mastered by him were questioning, doing reinforcement, doing variation, explaining, opening and closing the class (Kartimi et al, 2021;Megawati et al, 2023;Sari & Anwar, 2021;Sumekto, 2023). The three teaching skills in the ELT practicum that had not been fully mastered by him were classroom management, small group discussion and organizing small group discussion and individual work with the students.…”