The problems of teacher candidate's about teaching skills during teaching practice

Tok, Şükran

doi:10.1016/j.sbspro.2010.03.654

Cited by 27 publications

(19 citation statements)

References 4 publications

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“…With the insights in the feedback sessions, they were then able to focus on which aspect they have strengths at and they are weak at. With the understanding of their strengths and weaknesses and how to cope with them in their teaching, they are likely to make changes towards betterment in their teaching, thereby supporting studies by Tok (2010) and Ogonor and Badmus (2006).…”

Section: Resultsmentioning

confidence: 99%

Multimodal Feedback Provision in Improving Pre-Service Teachers’ Competence

Yusuf

Widiati

Sulistyo

2017

Indonesian J. Appl. Linguist

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Studies on potentials of feedback over English language teaching seem not to have not been wellrevealed, including studies on the use of feedback to improve English pre-service teachers' competence. The present study investigates to what extent a multimodal feedback can influence preservice teachers' teaching, and which teaching aspects are influenced. Twenty five pre-service teachers taking Microteaching Course served as respondents supervised by a course advisor. The data were collected by teacher observation in a rating-scale form, self-appraisal, and interviews. The data were analyzed by using correlated sample t-test and the eight teaching components proposed by Brown (2001). The results showed that after multimodal feedback provision, pre-service teachers indicated an improvement significantly in seven out of eight teaching aspects. The provision of multimodal feedback could improve their teaching competence on preparation, instructional objective elicitation, mastery of instructional materials, use of media, and classroom management, including classroom language. But, the results do not indicate that they perform well on reflection and follow-up due to some reasons. In addition, the results evince that multimodal feedback provision could improve pre-service teachers' pedagogical competence when the multimodal feedback is integrated with content, interpersonal relationship, and management.

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Section: Resultsmentioning

confidence: 99%

Multimodal Feedback Provision in Improving Pre-Service Teachers’ Competence

Yusuf

Widiati

Sulistyo

2017

Indonesian J. Appl. Linguist

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“…Teachers who lack the skills in managing their students' behavior often cannot teach as planned because they have to spend their time controlling their students in their teaching session. Teachers cannot explain well, causing their students to lack the understanding and master the lessons delivered by the teacher (Tok, 2010;Ahmed, Majid, Zin, Phulpoto, & Umrani, 2016). Therefore, this study will give an idea about the basic skills of teaching among students undergoing practicum and the factors that cause it to happen, also suggestions on ways to overcome the issue.…”

Section: Problem Statementmentioning

confidence: 99%

The Mastery Level of Bachelor Degree Practicum Students of Special Education in the State of Perak towards Basic Teaching Skills

Masran¹,

Othman²,

Hassan³

2019

IJARPED

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This study aims to identify the level of mastery of practicum students of special education on 11 basic skills of teaching. This study employs a quantitative method and it is supported by interviews and observation. The study respondents involve 9 practicum students of special education who are undergoing teaching practice in Perak also 9 of their teachers-cum-mentors who are involved in the training. The questionnaire built about questions related to their knowledge and mastery about basic teaching skills. Data were analysed through the descriptive analysis using the Statistical Package for the Social Sciences (SPSS) using the mean score and standard deviation, whereas interviews were transcribed to answer the study questions. The outcome of the analysis obtained from the practicum students suggests that the practicum students are at high level of knowledge interpretation and mastery with their respective mean values at 3.64 and 3.65. However, it contradicts the questionnaire analysis involving mentors with regard to their level of knowledge and mastery. The outcome remains at moderate interpretation level with the mean values respectively 3.05 and 2.95. It is also supported by an analysis from the interview transcription. The root cause for the implication on this moderate mastery level needs to be identified because there is a lack of uniformity between the practicum students themselves and their mentors, and the basic skills in teaching. It needs closer inspection and requires further studies.

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“…It is also seen that they do not have the necessary competencies such as planning, material preparation, time management, and effective communication with the students. 12,13 One of the models developed to improve the subject matter knowledge and competencies of pre-service teachers and to fill the gap between theory and practice is "lesson study" model that has been put into practice with an increasing interest in the world. Lesson study has been used for the professional development of teachers in Japan for over a century and it is accepted and used as an effective method for professional development in other parts of the world.…”

Section: Introductionmentioning

confidence: 99%

Evaluation of the teaching practice course carried out with the Lesson Study Model

Şahin

Kılıç

2020

TJHE

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The purpose of this research was to evaluate the teaching practice process carried out with the lesson study model. In this research “action research” approach was adopted. The study group of the research consisted of four Turkish Language and Literature pre-service teachers. Lesson study was carried out in nine weeks of the teaching practice course. Qualitative data collection techniques such as observation, unstructured focus group interview, and document review were used as data collection techniques. Pre-service teacher course observation forms obtained before the lesson study process, course plans, reflective diary forms, peer observation forms and student opinion forms obtained during the lesson study application process were analyzed with descriptive analysis method. At the end of the lesson study process, focus group interview data and letters written by pre-service teachers were analyzed by content analysis method. At the end of the research, it was seen that pre-service teachers’ perception of teaching profession changed in line with student-centered understanding. It has been determined that pre-service teachers personally develop in terms of multi-faceted thinking, problem solving, self-confidence and patience and also improve professionally on issues such as coping with students, preparing plans, and producing activities. Received: 14 April 2020Accepted: 22 October 2020

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The problems of teacher candidate's about teaching skills during teaching practice

Cited by 27 publications

References 4 publications

Multimodal Feedback Provision in Improving Pre-Service Teachers’ Competence

Multimodal Feedback Provision in Improving Pre-Service Teachers’ Competence

The Mastery Level of Bachelor Degree Practicum Students of Special Education in the State of Perak towards Basic Teaching Skills

Evaluation of the teaching practice course carried out with the Lesson Study Model

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