Guide Me Please! EFL Student Teachers’ Perceptions of Their Teaching Practice from a Yemeni University
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มิ.ย. 24, 2019
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perceptions practicum student teachers supervision teaching practice
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Understanding the perceptions of student teachers of English as a Foreign Language (EFL) is essential to approach and improve their practices. This study aims to explore EFL student teachers’ perceptions of their teaching practice that they have experienced before graduating from a teacher education programme in Yemen. It investigates their perceptions on teaching practice in general, including supervision by their cooperating teachers, university supervisors, and the host schools. The study employs a quantitative approach to collect and analyze the data. The data were collected using a five-point Likert scale questionnaire. The findings show that student teachers are dissatisfied with their teaching practice experience. They also indicate that the supervisory visits and guidance are limited to provide the student teachers with frequent and valuable feedback for their teaching practice. Based on the findings, some implications and recommendations have been offered for EFL teacher education programmes administrators and policymakers, particularly in Yemen and other similar teaching and learning contexts.
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เนื้อหาและข้อมูลในบทความที่ลงตีพิมพ์ในวารสารทดสอบระบบ ThaiJo2 ถือเป็นข้อคิดเห็นและความรับผิดชอบของผู้เขียนบทความโดยตรงซึ่งกองบรรณาธิการวารสาร ไม่จำเป็นต้องเห็นด้วย หรือร่วมรับผิดชอบใดๆ
บทความ ข้อมูล เนื้อหา รูปภาพ ฯลฯ ที่ได้รับการตีพิมพ์ในวารสารทดสอบระบบ ThaiJo2 ถือเป็นลิขสิทธิ์ของวารสารทดสอบระบบ ThaiJo2 หากบุคคลหรือหน่วยงานใดต้องการนำทั้งหมดหรือส่วนหนึ่งส่วนใดไปเผยแพร่ต่อหรือเพื่อกระทำการใดๆ จะต้องได้รับอนุญาตเป็นลายลักอักษรจากวารสารทดสอบระบบ ThaiJo2 ก่อนเท่านั้น
References
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Al-Jaro, M. & Asmawi, A. (2018). Reflective practice experience of an EFL student teacher during practicum. International Journal of Language Education and Applied Linguistics (IJLEAL), 8(July), 15-25.
Al-Jaro, M., Asmawi, A., & Hasim, Z. (2017). Content analysis of the pedagogical content knowledge in the curriculum of Yemeni EFL teacher education programme. Arab World English Journal (AWEJ), 8(1), 264-279. Retrieved from https://doi.org/https://dx.doi.org/10.24093/awej/vol8no1.19
Al Sohbani, Y. (2012). Prospective EFL teachers’ perceptions of the teaching practice experience at AUST. Arab Wold English Journal, 3(4), 195-213.
Asmawi, A. (2016). The art of reflective thinking. University of Malaya Press, Kuala Lumpur, Malaysia.
Barnes, B. & Lock, G. (2013). Student perceptions of effective foreign language Teachers: a quantitative investigation from a Korean University. Australian Journal of Teacher Education, 38(2), 19-36.
Birisci, S., Metin, M. & Karakas, M. (2009). Prospective elementary teachers’ attitudes toward computer and Internet use: A sample from Turkey. World Applied Science Journal, 6(10), 1433-1440.
Canh, L. (2014). Great expectations: The TESOL practicum as a professional learning experience. TESOL Journal, 5(2), 199-224. Retrieved from https://doi.org/10.1002/tesj.103
Cheng, M., Cheng, A. & Tang, S. (2010). Closing the gap between the theory and practice of teaching: implications for teacher education programmes in Hong Kong. Journal of Education for Teaching, 36(1), 91-104. Retrieved from https://doi.org/10.1080/02607470903462222
Chien, C. (2013). Teaching in a summer school program as practicum: challenges and implications. Journal of Language Teaching and Research, 4(5), 1011-1017. Retrieved from https://doi.org/10.4304/jltr.4.5.1011-1017
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Creswell, J. W. (2005). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (2nd ed.). Boston, NJ: Pearson Education, Inc.
Darling-Hammond, L. (2000). How teacher education matters. Journal of Teacher Education, 51(3), 166-173. Retrieved from https://doi.org/10.1177/0022487100051003002
Duong, T. M. (2014). EFL Teachers’ perceptions of learner autonomy and their classroom practices: a case study. International Journal of Education and Management Engineering, 4(2), 9-17. Retrieved from https://doi.org/10.5815/ijeme.2014.02.02
Endeley, M. N. (2014). Teaching practice in Cameroon: The effectiveness of the University of Buea model and implications for quality. Australian Journal of Teacher Education, 39(11), 147-160. Retrieved from https://doi.org/10.14221/ajte.2014v39n11.9
Faez, F. & Valeo, A. (2012). TESOL teacher education: Novice teachers’ perceptions of their preparedness and efficacy in the classroom. TESOL Quarterly, 46(3), 450-471. Retrieved from https://doi.org/10.1002/tesq.37
Faculty of Education Guide. (2012). Faculty of Education, Hadramout University, Yemen.
Farrell, T. (2008). `Here’s the book, go teach the class’: ELT practicum support. RELC Journal, 39(2), 226-241. Retrieved from https://doi.org/10.1177/0033688208092186
Farrell, T. (2007). Failing the practicum: Narrowing the gap reflective practice, TESOL Quarterly, 41(1), 193-201.
Gebhard, J. (2009). The practicum. In A. Burns & J. C. Richards (Eds.), The Cambridge guide to second language teacher education (pp. 250-258). Cambridge, England: Cambridge University Press.
Goh, P. S. & Matthews, B. (2011). Listening to the concerns of student teachers in Malaysia during teaching practice. Australian Journal of Teacher Education, 36(3), 91-103.
Haciomeroglu, G. (2013). The Field experiences of student teachers and effective mathematics teaching in Turkey. Australian Journal of Teacher Education, 38(2). Retrieved from https://eric.ed.gov/?id=EJ1012931
Harlin, J., Edwards, C. & Briers, G. (2001). A comparison of student teachers’ perceptions of important elements of the students’ teaching experience before and after completing an 11-week field experience. Paper presented in the 28th Annual National Agricultural Education Research Conference.
Hyland, F. & Lo, M. M. (2006). Examining interaction in the teaching practicum: Issues of language, power and control. Mentoring & Tutoring: Partnership in Learning, 14(2), 163–186. Retrieved from https://doi.org/10.1080/13611260500493535
Kabilan, M. K. (2013). A phenomenological study of an international teaching practicum: Pre-service teachers’ experiences of professional development. Teaching and Teacher Education, 36, 198-209. Retrieved from https://doi.org/10.1016/j.tate.2013.07.013
Kecik, I. & Aydin, B. (2011). Achieving the impossible? Teaching practice component of a pre-service distance English language teacher training program in Turkey. Australian Journal of Teacher Education, 36(4), 72-83.
Kourieos, S. (2012). The impact of mentoring on primary language teacher development during the practicum. ELTED, 15(2012), 57-64.
Lawson, T., Çakmak, M., Gündüz, M. & Busher, H. (2015). Research on teaching practicum – a systematic review. European Journal of Teacher Education, 38(3), 392–407. Retrieved from https://doi.org/10.1080/02619768.2014.994060
Mahwari, W. (2015). Designing a model for evaluating pre-service EFL teacher education programmes: An exploratory study in the Yemeni context. (Unpublished doctoral dissertation). The English and Foreign Languages University, India.
Merç, A. (2015). Assessing the performance in EFL teaching practicum: student teachers’ views. International Journal of Higher Education, 4(2), 44-56. Retrieved from https://doi.org/10.5430/ijhe.v4n2p44
Moody, J. (2009). Key elements in a positive practicum: insights from Australian post-primary pre-service teachers. Irish Educational Studies, 28(2), 155-175. Retrieved from https://doi.org/10.1080/03323310902884219
Mukeredzi, T. & Mandrona, A. (2013). The journey to becoming professionals: student teachers’ experiences of teaching practice in a rural South African context. International Journal of Educational Research, 62(2013), 141–151. Retrieved from https://doi.org/10.1016/j.ijer.2013.07.010
Obeidat, S. (2007). Teacher preparation and development. The Modern World of Book Publishing. Irbid, Jordan.
Richards, J. & Crookes, G. (1988). The practicum in TESOL. TESOL Quarterly, 21, 9-27. doi:10.2307/3587059.
Tuli, F. File, G. (2009). Practicum experience in teacher education. Ethiopian J. Edu. and Sci., 5(1), 107 -116.
Villers, H. & Mackisack, V. (2011). Optimizing opportunities to learn during practicum: Developing collaborative partnerships between the university and school. Asia-Pacific Journal of Cooperative Education, 12(3), 183-194.
Wallace, M. (1991). Training foreign language teachers: A reflective approach. Cambridge: Cambridge University Press.
Wambugu, P. (2013). Student teachers perceptions of teaching practice assessment in Egerton University, Kenya. Education Journal, 2(4), 169. Retrieved from https://doi.org/10.11648/j.edu.20130204.20
Weiss, E. M. & Weiss, S. (2001). Doing reflective supervision with student teachers in a professional development school culture. Reflective Practice, 2(2), 125-154. Retrieved from https://doi.org/10.1080/14623940120071343
Al-Jaro, M. & Asmawi, A. (2018). Reflective practice experience of an EFL student teacher during practicum. International Journal of Language Education and Applied Linguistics (IJLEAL), 8(July), 15-25.
Al-Jaro, M., Asmawi, A., & Hasim, Z. (2017). Content analysis of the pedagogical content knowledge in the curriculum of Yemeni EFL teacher education programme. Arab World English Journal (AWEJ), 8(1), 264-279. Retrieved from https://doi.org/https://dx.doi.org/10.24093/awej/vol8no1.19
Al Sohbani, Y. (2012). Prospective EFL teachers’ perceptions of the teaching practice experience at AUST. Arab Wold English Journal, 3(4), 195-213.
Asmawi, A. (2016). The art of reflective thinking. University of Malaya Press, Kuala Lumpur, Malaysia.
Barnes, B. & Lock, G. (2013). Student perceptions of effective foreign language Teachers: a quantitative investigation from a Korean University. Australian Journal of Teacher Education, 38(2), 19-36.
Birisci, S., Metin, M. & Karakas, M. (2009). Prospective elementary teachers’ attitudes toward computer and Internet use: A sample from Turkey. World Applied Science Journal, 6(10), 1433-1440.
Canh, L. (2014). Great expectations: The TESOL practicum as a professional learning experience. TESOL Journal, 5(2), 199-224. Retrieved from https://doi.org/10.1002/tesj.103
Cheng, M., Cheng, A. & Tang, S. (2010). Closing the gap between the theory and practice of teaching: implications for teacher education programmes in Hong Kong. Journal of Education for Teaching, 36(1), 91-104. Retrieved from https://doi.org/10.1080/02607470903462222
Chien, C. (2013). Teaching in a summer school program as practicum: challenges and implications. Journal of Language Teaching and Research, 4(5), 1011-1017. Retrieved from https://doi.org/10.4304/jltr.4.5.1011-1017
Clarke, A., Triggs, V. & Nielsen, W. (2013). Cooperating teacher participation in teacher education: A review of the literature. Review of Educational Research, 84(2), 163-202. Retrieved from https://doi.org/10.3102/0034654313499618
Creswell, J. W. (2005). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (2nd ed.). Boston, NJ: Pearson Education, Inc.
Darling-Hammond, L. (2000). How teacher education matters. Journal of Teacher Education, 51(3), 166-173. Retrieved from https://doi.org/10.1177/0022487100051003002
Duong, T. M. (2014). EFL Teachers’ perceptions of learner autonomy and their classroom practices: a case study. International Journal of Education and Management Engineering, 4(2), 9-17. Retrieved from https://doi.org/10.5815/ijeme.2014.02.02
Endeley, M. N. (2014). Teaching practice in Cameroon: The effectiveness of the University of Buea model and implications for quality. Australian Journal of Teacher Education, 39(11), 147-160. Retrieved from https://doi.org/10.14221/ajte.2014v39n11.9
Faez, F. & Valeo, A. (2012). TESOL teacher education: Novice teachers’ perceptions of their preparedness and efficacy in the classroom. TESOL Quarterly, 46(3), 450-471. Retrieved from https://doi.org/10.1002/tesq.37
Faculty of Education Guide. (2012). Faculty of Education, Hadramout University, Yemen.
Farrell, T. (2008). `Here’s the book, go teach the class’: ELT practicum support. RELC Journal, 39(2), 226-241. Retrieved from https://doi.org/10.1177/0033688208092186
Farrell, T. (2007). Failing the practicum: Narrowing the gap reflective practice, TESOL Quarterly, 41(1), 193-201.
Gebhard, J. (2009). The practicum. In A. Burns & J. C. Richards (Eds.), The Cambridge guide to second language teacher education (pp. 250-258). Cambridge, England: Cambridge University Press.
Goh, P. S. & Matthews, B. (2011). Listening to the concerns of student teachers in Malaysia during teaching practice. Australian Journal of Teacher Education, 36(3), 91-103.
Haciomeroglu, G. (2013). The Field experiences of student teachers and effective mathematics teaching in Turkey. Australian Journal of Teacher Education, 38(2). Retrieved from https://eric.ed.gov/?id=EJ1012931
Harlin, J., Edwards, C. & Briers, G. (2001). A comparison of student teachers’ perceptions of important elements of the students’ teaching experience before and after completing an 11-week field experience. Paper presented in the 28th Annual National Agricultural Education Research Conference.
Hyland, F. & Lo, M. M. (2006). Examining interaction in the teaching practicum: Issues of language, power and control. Mentoring & Tutoring: Partnership in Learning, 14(2), 163–186. Retrieved from https://doi.org/10.1080/13611260500493535
Kabilan, M. K. (2013). A phenomenological study of an international teaching practicum: Pre-service teachers’ experiences of professional development. Teaching and Teacher Education, 36, 198-209. Retrieved from https://doi.org/10.1016/j.tate.2013.07.013
Kecik, I. & Aydin, B. (2011). Achieving the impossible? Teaching practice component of a pre-service distance English language teacher training program in Turkey. Australian Journal of Teacher Education, 36(4), 72-83.
Kourieos, S. (2012). The impact of mentoring on primary language teacher development during the practicum. ELTED, 15(2012), 57-64.
Lawson, T., Çakmak, M., Gündüz, M. & Busher, H. (2015). Research on teaching practicum – a systematic review. European Journal of Teacher Education, 38(3), 392–407. Retrieved from https://doi.org/10.1080/02619768.2014.994060
Mahwari, W. (2015). Designing a model for evaluating pre-service EFL teacher education programmes: An exploratory study in the Yemeni context. (Unpublished doctoral dissertation). The English and Foreign Languages University, India.
Merç, A. (2015). Assessing the performance in EFL teaching practicum: student teachers’ views. International Journal of Higher Education, 4(2), 44-56. Retrieved from https://doi.org/10.5430/ijhe.v4n2p44
Moody, J. (2009). Key elements in a positive practicum: insights from Australian post-primary pre-service teachers. Irish Educational Studies, 28(2), 155-175. Retrieved from https://doi.org/10.1080/03323310902884219
Mukeredzi, T. & Mandrona, A. (2013). The journey to becoming professionals: student teachers’ experiences of teaching practice in a rural South African context. International Journal of Educational Research, 62(2013), 141–151. Retrieved from https://doi.org/10.1016/j.ijer.2013.07.010
Obeidat, S. (2007). Teacher preparation and development. The Modern World of Book Publishing. Irbid, Jordan.
Richards, J. & Crookes, G. (1988). The practicum in TESOL. TESOL Quarterly, 21, 9-27. doi:10.2307/3587059.
Tuli, F. File, G. (2009). Practicum experience in teacher education. Ethiopian J. Edu. and Sci., 5(1), 107 -116.
Villers, H. & Mackisack, V. (2011). Optimizing opportunities to learn during practicum: Developing collaborative partnerships between the university and school. Asia-Pacific Journal of Cooperative Education, 12(3), 183-194.
Wallace, M. (1991). Training foreign language teachers: A reflective approach. Cambridge: Cambridge University Press.
Wambugu, P. (2013). Student teachers perceptions of teaching practice assessment in Egerton University, Kenya. Education Journal, 2(4), 169. Retrieved from https://doi.org/10.11648/j.edu.20130204.20
Weiss, E. M. & Weiss, S. (2001). Doing reflective supervision with student teachers in a professional development school culture. Reflective Practice, 2(2), 125-154. Retrieved from https://doi.org/10.1080/14623940120071343