The TESOL Practicum: An Integrated Model in the U.S.

Stoynoff, Stephen

doi:10.2307/3588200

Cited by 24 publications

(28 citation statements)

References 6 publications

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“…5 I may not be able to catch up with his expectations because of my inexperience. 4 It is important that the principal be happy. 3…”

Section: Somewhat Anxiousmentioning

confidence: 99%

“…This where student teachers experience actual teaching and culminate experience (Koerner, Rust & Baumgartner, [1]; Schoeman & Mabunda, [2]), which allows them to link theoretical knowledge and practice, or the art of teaching (Korthagen & Kessels, [3]; Stoynoff, [4]). Student teachers view the practicum as the most beneficial and valuable component of their training (Campbell-Evans & Maloney, [5]).…”

Section: Introductionmentioning

confidence: 99%

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To Be Anxious or Not: Student Teachers in the Practicum

Ekşi¹,

Yakışık²

2016

ujer

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High levels of teaching-related anxiety may cause high levels of stress, failure and disappointment in pre-service teachers. The factors that increase anxiety and those that reduce it for student teachers might also be culture-specific. This study was conducted on 52 pre-service language teachers at a state university in Turkey during their practicum. Rather than investigating the anxiety levels of student teachers, the study aimed to find out the reason why they experienced, or did not experience anxiety with reference to culture specific reasons. This was done by focusing on factors that reduce or provoke practicum anxiety. A questionnaire comprising 25 open-ended questions was developed from the Student Teacher Anxiety Scale (STAS). The items in the scale were converted into questions and the participants were asked to clearly state why they felt anxious or easy. The responses were analysed through content analysis and then quantified to show frequencies. The findings indicated that the student teachers experienced anxiety due to the stress of being evaluated, as well as problem behaviour in the classroom. The results also revealed that helpful and supporting staff at the host school reduces teaching anxiety. The student teachers also felt at ease with a supervisor that they had a partnership with from the micro-teachings in their methodology courses through to supervision in their practicum. The findings are discussed and suggestions regarding improvement in practice teaching are suggested.

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“…5 I may not be able to catch up with his expectations because of my inexperience. 4 It is important that the principal be happy. 3…”

Section: Somewhat Anxiousmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

To Be Anxious or Not: Student Teachers in the Practicum

Ekşi¹,

Yakışık²

2016

ujer

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“…The practicum has emerged as an increasingly common feature of ESL/EFL teacher preparation programs (Stoynoff, 1999;Farrell, 2007). Practicum teaching not only allows student-teachers to put their university-acquired knowledge to practical use but also helps them confirm that they have chosen the right career (Phairee, Sanitchon, Suphanangthong, Graham, Prompruang, De Groot, & Hopkins, 2008).…”

Section: Review Of the Literaturementioning

confidence: 99%

“…Phairee et al further point out that the most commonly expressed problems during the practicum concern ESL student teachers' anxiety over their limited English skills and the large class sizes they encounter. In his practicum model which aims to offer ESL student teachers an integrated, developmental experience that acknowledges the long-term process of learning to teach and becoming members of a profession, Stoynoff (1999) considers the academic and field experiences as interrelated and complementary parts of a whole that ESL students engage in simultaneously, with the goal of developing teachers who have the self-knowledge and skills associated with effective classroom practice. Within this framework, Stoynoff outlines five principal characteristics of a TESOL practicum: 1) The practicum is integrated into the academic programme; 2) The delivery of the practicum emphasizes a team approach.…”

Section: Review Of the Literaturementioning

confidence: 99%

Learning to Teach English Language in the Practicum: What Challenges do Non-Native ESL Student Teachers Face?

Gan

2013

AJTE

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“…S odvoláním na Cochranovou-Smithovou a Lytlovou (1999( , in Hegender, 2010) konceptualizuje profesní znalosti za využití dichotomie knowledge-for-practice a knowledge-in-practice, jsou tedy založené na výzkumu (research-based ), resp. ukotvené ve zkušenosti (experience-based ).…”

Section: Klinická Komponenta Přípravného Vzdělávání Učitelůunclassified