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Change In The Perceptions Of Pre Service Teachers As A Result Of The Difficulties They Faced During Elt Practicum
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Book Synopsis Change in the Perceptions of Pre-Service Teachers as a Result of the Difficulties They Faced During Elt Practicum by : Chnara Hassan Khdhir
Download or read book Change in the Perceptions of Pre-Service Teachers as a Result of the Difficulties They Faced During Elt Practicum written by Chnara Hassan Khdhir and published by AuthorHouse. This book was released on 2015-04-30 with total page 97 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book talks about how final year ELT pre-service teacher perceptions of teaching and learning English changed as a result of the difficulties they face throughout their teaching practice period. The difficulties they experienced during the practice teaching period, however, found to influence pre-service teachers' perceptions. Such difficulties and experiences also found to be helping pre-service teachers to develop more awareness about the reality of teaching.
Book Synopsis Said and Unsaid by : Grace Susan Jensen
Download or read book Said and Unsaid written by Grace Susan Jensen and published by . This book was released on 2017 with total page 224 pages. Available in PDF, EPUB and Kindle. Book excerpt: When a pre-service teacher is performing poorly on practicum and at risk of failing, associate teachers are responsible for identifying what needs to improve, and providing advice to support the change. However, many associate teachers find difficulty in disclosing their concerns, while also checking their perceptions of shortcomings and inquiring into possible remedies, leading to frustration and continued poor performance. If no one addresses a pre-service teacher’s poor performance, problematic teaching practices can continue throughout their practicum and into their teaching career, with a long-lasting impact on numerous students. This research investigates what is said - and left unsaid - in associate teachers’ feedback, as well as how pre-service teachers respond to associate teachers’ feedback. Seven associate teachers were interviewed about how they gave feedback to an under-performing pre-service teacher. Data from the interviews was used to construct theories-of-action that both describe and explain the approaches to and consequences of associate teachers’ feedback to pre-service teachers. A central finding of the study was that while associate teachers believed they gave effective feedback by disclosing their concerns about the pre-service teacher’s teaching, their feedback was more accurately defined as an imposition of their views, and a series of directives and threats to correct the pre-service teacher’s shortcomings. As the true cause of the perceived under-performance had not been identified, pre-service teachers were subsequently perceived to be unable to implement the changes suggested by associate teachers which resulted in associate teachers escalating their feedback with a more hard-nosed approach. To explore the problem from oppositional perspectives, three pre-service teachers who had been assessed as below expectations on their first practicum were also interviewed. Data from the interview was used to construct theories-of-action that both describe and explain pre-service teachers’ actions in response to associate teacher feedback, and the consequence of their response. The findings indicated a pattern of pre-service teacher responsiveness to feedback they perceived to be practical, helpful and framed in a respectful way. Pre-service teachers typically resisted or ignored feedback that disconfirmed their self-perceptions or conflicted with their idealised notions of teaching. This study argues that associate teachers need opportunities to develop their capability to give feedback to poorly performing pre-service teachers, and the skills in Open-to-Learning approaches are likely to assist associate teachers to give feedback that pre-service teachers will perceive as valid and helpful. This study also advocates for associate teachers to inquire into pre-service teachers’ theory-of-action and their beliefs about teaching, so that feedback conversations are based on a shared understanding of the underlying attitudes, beliefs, values and assumptions that explain the pre-service teachers’ actions.
Book Synopsis Teacher Cognition and Language Education by : Simon Borg
Download or read book Teacher Cognition and Language Education written by Simon Borg and published by A&C Black. This book was released on 2008-11-01 with total page 321 pages. Available in PDF, EPUB and Kindle. Book excerpt: The study of teacher cognition - what teachers think, know and believe - and of its relationship to teachers' classroom practices has become a key theme in the field of language teaching and teacher education. This new in paperback volume provides a timely discussion of the research which now exists on language teacher cognition. The first part of the book considers what is known about the cognitions of pre-service and practicing teachers, and focuses specifically on teachers' cognitions in teaching grammar, reader and writing. The second part of the book evaluates a range of research methods which have been used in the study of language teacher cognition and provides a framework for continuing research in this fascinating field. This comprehensive yet accessible account will be relevant to researchers, teacher educators and curriculum managers working in language education contexts.
Download or read book ISET 2019 written by Farid Ahmadi and published by European Alliance for Innovation. This book was released on 2019-06-29 with total page 1096 pages. Available in PDF, EPUB and Kindle. Book excerpt: The proceedings of International Conference on Science, Education, and Technology 2019 are the compilation of articles in the internationally refereed conference dedicated to promote acceleration of scientific and technological innovation and the utilization of technology in assisting pedagogical process.
Download or read book Resources in Education written by and published by . This book was released on 1998 with total page 364 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Preservice Teachers' Perceptions of the Native and Nonnative English Speaking Graduate Teaching Assistants in ESL Methodology Courses and Graduate Teaching Assistants' Perceptions of Preservice Teachers by : Burcu Ates
Download or read book Preservice Teachers' Perceptions of the Native and Nonnative English Speaking Graduate Teaching Assistants in ESL Methodology Courses and Graduate Teaching Assistants' Perceptions of Preservice Teachers written by Burcu Ates and published by . This book was released on 2010 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this dissertation was to investigate the perceptions of preservice teachers toward native and nonnative English speaking (NES and NNES) graduate teaching assistants (GTAs) in English as a second language (ESL) methodology and/or ESL assessment courses at a Southwestern U.S. university. This study also investigated the perceptions of NES and NNES GTAs toward preservice teachers. This study explored the issue of whether preservice teachers are prepared to accept and validate diversity among their instructors which in turn should make them sensitive to diverse learners they will encounter in their future teaching. In the first part of the study, a total of 262 preservice teachers were surveyed. The survey data were collected in spring 2007 and fall 2008. Of the 262 preservice teachers, 20 participated in focus group discussions to provide further insight on their views of NES and NNES GTAs. In the second part of the study, four GTAs participated in a longitudinal study by writing online blog entries after any encounters (positive or negative) they had with their students inside and outside the classroom. The blogs reflected the GTAs? immediate reactions after their classes. In addition, semi-structured interviews were conducted with the GTAs. Findings of the first study revealed that preservice teacher perceived NES and NNES GTAs differently. Preservice teachers put a lot of emphasis on the intelligibility of the NNES GTAs. The preservice teachers were?tolerant? if their NNES spoke English?clearly?. However, there were some preservice teachers who were dissatisfied with their NNES GTAs due to their possessing a non-mainstream language. Findings of the second study revealed that NNES GTAs faced major challenges in their effort to be recognized as legitimate and competent instructors. Although the GTAs had vastly different personal backgrounds, perceptions, and identities as instructors, common themes or issues emerged from the data: (1) teaching is complex (linguistic, cultural, and racial issues are involved); (2) beliefs about teaching can change; (3) challenges are faced as an?outsider? instructor; and (4) teaching provides experiences of joy. The study has implications for teacher education programs and training programs offered for international graduate students by universities.
Book Synopsis The Challenge of Teaching by : Gretchen Geng
Download or read book The Challenge of Teaching written by Gretchen Geng and published by Springer. This book was released on 2016-10-11 with total page 243 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book presents thirty-one accounts by final-year pre-service teachers, providing guidance and insights for less advanced teacher education students, and illustrating the use of life history and narrative stories as methods for pre-service teachers to explore educational issues in classroom practice. This life-history approach identifies those political, economic, and social forces that have impinged on the individual at different points in their life and contributed to the process of changing their identities. These stories are not written by established specialists in the areas they deal with, but instead by novice teachers at the beginning of their paths towards mastering the intricacies of teaching and learning in school settings. As such the book provides a mentoring framework and a means of helping pre-service teachers share their valuable experiences and insights into aspects such as how to manage practicum requirements. It helps establish a supportive relationship among pre-service teachers, providing them with access to valuable peer experiences. In addition it helps pre-service teachers make sense of their own practicum experiences and reflect on their own beliefs and professional judgement to develop their approaches and solve problems in their own classroom practice.
Book Synopsis Preservice Teachers' Perceptions of Their Literacy Practicum Experiences by : Jenna Laughlin
Download or read book Preservice Teachers' Perceptions of Their Literacy Practicum Experiences written by Jenna Laughlin and published by . This book was released on 2012 with total page 96 pages. Available in PDF, EPUB and Kindle. Book excerpt: This descriptive study examined the readiness and confidence concerning literacy instruction of undergraduate students upon entering student teaching. The study focused on literacy and determined students' exposure to best practices in their practicum experiences. Archival data from questionnaires given as part of the regular classroom assessment to two sets of preservice teachers during two semesters at one university in southwest Missouri were used for this study. The results of the questionnaire revealed varied differences in preservice teachers' perceptions of literacy strategies. The questionnaire revealed which reading strategies students felt prepared to teach, felt familiar with, and observed. Overall, the most familiar strategies preservice teachers observed and felt comfortable teaching were literature circles, writer's workshop, and guided reading. Preservice teachers were least familiar with Four Block, guided reading plus, Partnership in Comprehensive Literacy, and Write Source.
Book Synopsis Reflective Practice in Teaching by : Gretchen Geng
Download or read book Reflective Practice in Teaching written by Gretchen Geng and published by Springer. This book was released on 2019-07-17 with total page 275 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book investigates the ways in which pre-service teachers develop and articulate their professional knowledge by presenting their reflections on contemporary issues and topics they have explored during their own teaching practicums. It uses reflective practice to connect pre-service teachers’ personal backgrounds with their placement experience concerning a self-selected topic, including teacher educators’ reflections on the pre-service teachers’ reports on these placement topics. By illustrating the broad range of issues encountered by pre-service teachers, sharing multiple perspectives on the complexity of classroom practice, and demonstrating the importance of reflective practice, it also provides a valuable mentoring framework. Moreover, the book studies how examining pre-service teachers’ life experience can facilitate in-depth understanding, specifically in the context of pre-service teachers’ reflections on their own practices in different educational settings. In short, the book helps current and prospective pre-service teachers and teacher educators get to know their students and themselves better using reflective practice.
Book Synopsis Enacting English across Borders by : Raqib Chowdhury
Download or read book Enacting English across Borders written by Raqib Chowdhury and published by Cambridge Scholars Publishing. This book was released on 2014-09-18 with total page 281 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book houses contemporary theoretical and empirical studies by emergent researchers and scholars in the disciplines of ELT, Applied Linguistics and TESOL who address several newly-emerged and emerging issues in the field from their own contexts (predominantly Asian settings). Each chapter, in its own unique way, challenges, unpacks and critiques existing misconceptions and pre-conceived assumptions of the use, learning and teaching of English in today’s fluid and globalised, postmodern era. While some contributors to the book have brought such issues to the forefront through a critical consideration of histories and policies, others have explored how English is enacted, practised, learned, and/or taught across a wide range of settings in order to further illustrate the various manifestations of the worldwide expansion of the language. Together the chapters of this book highlight the current discrepancies and inconsistencies in different areas of interest in the field of ELT, and provide carefully considered suggestions on how to address these issues.
Book Synopsis Practice Teaching by : Jack C. Richards
Download or read book Practice Teaching written by Jack C. Richards and published by Cambridge University Press. This book was released on 2011-03-14 with total page 193 pages. Available in PDF, EPUB and Kindle. Book excerpt: Written for language teachers in training, this book surveys issues and procedures in conducting practice teaching. Written for language teachers in training at the diploma, undergraduate, or graduate level, Practice Teaching, A Reflective Approach surveys issues and procedures in conducting practice teaching. The book adopts a reflective approach to practice teaching and shows student teachers how to explore and reflect on the nature of language teaching and their own approaches to teaching through their experience of practice teaching.
Book Synopsis Formative Assessment Practices for Pre-Service Teacher Practicum Feedback: Emerging Research and Opportunities by : Richardson, Tony
Download or read book Formative Assessment Practices for Pre-Service Teacher Practicum Feedback: Emerging Research and Opportunities written by Richardson, Tony and published by IGI Global. This book was released on 2017-06-16 with total page 226 pages. Available in PDF, EPUB and Kindle. Book excerpt: The development and implementation of effective teacher education programs requires evaluating current processes and optimizing them for future improvements. This ensures that a higher quality of education is delivered to the next generation of students. Formative Assessment Practices for Pre-Service Teacher Practicum Feedback: Emerging Research and Opportunities is an innovative source of academic information on the establishment of formative feedback processes in teacher education programs. Including perspectives on relevant topics such as video feedback, accreditation, and student literacy, this book is ideal for students, researchers, academics, and professionals actively involved in the education field.
Book Synopsis Voices of Inquiry in Teacher Education by : Thomas S. Poetter
Download or read book Voices of Inquiry in Teacher Education written by Thomas S. Poetter and published by Routledge. This book was released on 2013-11-05 with total page 236 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book is an attempt to show that preservice teacher knowledge is substantive and should be part of the wider database of knowledge about teaching and learning in the field of teacher education. From the perspectives of five prospective teacher interns and a teacher educator, this volume brings the experiences of students conducting research during preservice teacher education to life. Charged to conduct a semester long study in the school, the intern-authors studied classroom scenes and their own work, and wrote case studies depicting their experiences. Their pieces -- in their entirety -- compose the central chapters of the book and serve as examples of preservice teacher research. The surrounding chapters examine the interns' experiences of conducting research during their preservice internship year primarily from the perspective of a teacher educator who studied them and the scene throughout the experience. The teacher educator examines the interns' approaches to research and the processes they employed to conduct and complete their studies, the interns' professional growth as a result of their participation in the study, and the impact the project had on the program. This book fills the gaps that exist in the present literature on the use of teacher research during preservice by including the inquiry works of preservice teachers as examples of legitimate, important preliminary research in their own rights, and by addressing the complex issues of conducting this type of study during preservice from multiple perspectives, not just that of the university researcher. While some texts include the perspectives of students and even include portions of students' own work, this text takes the step of co-authorship, sharing the academic discourse with intern teachers who have produced experience and knowledge that are informative for the field of education as a whole and specifically for teacher education. The text attempts to combine many voices into one thorough, narrative approach, ultimately urging the reader to consider the possibilities of teacher research for advancing knowledge in the field and for enhancing the professional development of the participants.
Book Synopsis A Comparison of Pre-service Teachers' Perceptions of Self-Efficacy Changes Over the Course of the Student Teaching Experience by : Tammie Todd Patterson
Download or read book A Comparison of Pre-service Teachers' Perceptions of Self-Efficacy Changes Over the Course of the Student Teaching Experience written by Tammie Todd Patterson and published by . This book was released on 2017 with total page 306 pages. Available in PDF, EPUB and Kindle. Book excerpt: ABSTRACT: This quantitative, quasi-experimental examined 75 pre-service teachers' perceptions of their own self-efficacy with regard to student engagement, classroom, management, and instructional strategies. Data was collected at three different intervals throughout the student teaching experience, which was also accompanied by a training seminar focusing on classroom organization and management (Classroom Organization and Management Program). This research attempted to examine pre-service teachers' views of themselves and their ability to be successful teachers. Results showed that pre-service teachers exhibited significantly higher perceptions of self-efficacy at different intervals throughout their student teaching. Results also confirmed significant differences in perceived self-efficacy by gender, race , and the type of content training received (i.e. subject specific training vs.general training). Data from this study provides Educator Preparation Programs (EPPs) with further data, which will allow them to create program curricula and strategies to better prepare pre-service teachers to become successful and confident classroom teachers.
Book Synopsis Impact of Supervised Practicum Performance and Feedback on Preservice Teacher Development with Retrospective Perceptions of Practicing Teachers by : Virginia L. Beck
Download or read book Impact of Supervised Practicum Performance and Feedback on Preservice Teacher Development with Retrospective Perceptions of Practicing Teachers written by Virginia L. Beck and published by . This book was released on 2009 with total page 320 pages. Available in PDF, EPUB and Kindle. Book excerpt: This research investigates two questions (with subparts) related to the field based experiences of preservice teachers in an integrated elementary/special education teacher preparation program at a state university. Part one of this descriptive study used a pretest-posttest design for examining archived data (n=31) made up of the normally collected observations by university supervisors as well as final evaluations by lead (classroom) teachers during the three consecutive practicum experiences completed by preservice teachers. This data was also separated according to the GPAs of high, medium, and low achieving preservice teachers to evaluate differences in the three groups. Part two of the study examined surveys sent to the same preservice teachers when they were practicing teachers (n = 13) in their first or second year of teaching. The survey questioned their perceptions of the amount of time spent in their practica and the usefulness of the supervision and feedback that they had received in their recently completed training. Overall findings suggest (1) that feedback from supervisors did help preservice teachers improve their teaching skills, though the high achieving group generally stayed high and above the low achieving group; (2) that university supervisors and the lead teachers had high agreement in their evaluations of the preservice teachers; and (3) that practicing teachers generally valued the usefulness of the feedback during their extended practica experiences.
Book Synopsis Preservice Teachers' Perceptions of Problem Behaviors and Selection of Interventions by : Anne Marie Robbins
Download or read book Preservice Teachers' Perceptions of Problem Behaviors and Selection of Interventions written by Anne Marie Robbins and published by . This book was released on 2010 with total page 72 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis A Practicum Turn in Teacher Education by : Matts Mattsson
Download or read book A Practicum Turn in Teacher Education written by Matts Mattsson and published by Springer Science & Business Media. This book was released on 2012-01-01 with total page 266 pages. Available in PDF, EPUB and Kindle. Book excerpt: Challenges to practicum! The authors have explored professional practice knowledge and the ways practicum is dealt with in teacher education. They report from Research and Development projects based on collaboration between universities and school communities. Empirical studies have been carried out in Australia, Canada, China, Denmark, Finland, Norway and Sweden. Communication about practicum is reframed. Preservice teachers’ experiences during practicum serve as a point of departure for improving teacher education. The book is a must for everyone committed to quality in initial teacher education, including preservice teachers, school leaders and local supervisors. “This volume explores new and different ways to think about the construction and evaluation of the practicum that students encounter. Contributors ask the reader to consider the assumptions that the practicum is based on, question these assumptions and strive to find new and better ways to contribute to the autonomy, professionalism, and moral development of emerging teachers. The focus is clearly on creating conversational and learning spaces for students that encourage them to think explicitly about theory and its application to practice and vice versa. The book not only challenges our thinking but also provides rich examples of research and evaluation in this area, which help us to hear the voices of those involved in the practicum in fresh and insightful ways.” Reflections by Roslin Brennan Kemmis, Head of the School of Education, Charles Sturt University, Wagga Wagga, Australia
