Practice Teaching: A Reflective Approach
Abstract
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.
... Language teacher identity encompasses the interplay between one's personal experiences, beliefs, values, and the socio-cultural contexts within which teaching and learning take place (Farrell, 2011;Varghese et al., 2005). Research has shown that language teachers' identities are not static but rather dynamic and evolving, influenced by their ongoing interactions with students, colleagues, curricula, and broader educational systems (Johnson & Golombek, 2011;Norton & McKinney, 2011). ...
... These language teachers demonstrate their endeavours to create an 'immersive' language learning environment in and outside of the class (Johnson & Golombek, 2011;Prasad & Lory, 2020) so that students can be surrounded by rich language input and encouraged to produce language output whilst drawing upon their background knowledge about Australian English versus the target language regarding pronunciation, grammar, words, etc. Also noteworthy is the integral role culture plays in language teaching besides the four language skills (Farrell, 2011;Varghese et al., 2005). Echoing Brendan and Sarah, Dan also voiced the importance of incorporating authentic cultural components in language instruction whilst immersing students in the target culture even inside the class walls: 'I would normally play some traditional Japanese music in the background, with a background image on the smart board, so that creates an atmosphere'. ...
Despite the growing diversity and multicultural makeup of Australian society, certain social norms, practices, and teaching pedagogies are still heavily rooted in monolingual frameworks. This affects the complex processes and practices that language teachers navigate as they construct and negotiate their positionings as speakers of languages other than English, speakers of non-dominant languages, and teachers of languages that have a peripheral role in New South Wales (NSW), Australia. In this complex context, this study delves into the process of language teachers' development of multilingual identities within educational contexts entrenched in monolingual, Eurocentric ideologies. Informed by a qualitative, interpretive paradigm, data were collected through in-depth semi-structured interviews with eight secondary school teachers of languages in NSW. Analysis of the data revealed that teachers' multilingual identities are both facilitated and, at times, deterred by a range of personal, social, contextual and educational factors that are predicated mostly on monolingual ideologies. The findings also implicate that the current dominant NSW languages curriculum, which impinges on and further disempowers teachers' multilingual identities, epitomises such monolingual and Eurocentric ideologies that, ironically, are still prevalent in a multicultural, plurilingual society such as Australia.
... Language teacher identity encompasses the interplay between one's personal experiences, beliefs, values, and the socio-cultural contexts within which teaching and learning take place (Farrell, 2011;Varghese et al., 2005). Research has shown that language teachers' identities are not static but rather dynamic and evolving, influenced by their ongoing interactions with students, colleagues, curricula, and broader educational systems (Johnson & Golombek, 2011;Norton & McKinney, 2011). ...
... These language teachers demonstrate their endeavours to create an 'immersive' language learning environment in and outside of the class (Johnson & Golombek, 2011;Prasad & Lory, 2020) so that students can be surrounded by rich language input and encouraged to produce language output whilst drawing upon their background knowledge about Australian English versus the target language regarding pronunciation, grammar, words, etc. Also noteworthy is the integral role culture plays in language teaching besides the four language skills (Farrell, 2011;Varghese et al., 2005). Echoing Brendan and Sarah, Dan also voiced the importance of incorporating authentic cultural components in language instruction whilst immersing students in the target culture even inside the class walls: 'I would normally play some traditional Japanese music in the background, with a background image on the smart board, so that creates an atmosphere'. ...
Despite the growing diversity and multicultural makeup of Australian society, certain social norms, practices, and teaching pedagogies are still heavily rooted in monolingual frameworks. This affects the complex processes and practices that language teachers navigate as they construct and negotiate their positionings as speakers of languages other than English, speakers of non-dominant languages, and teachers of languages that have a peripheral role in New South Wales (NSW), Australia. In this complex context, this study delves into the process of language teachers’ development of multilingual identities within educational contexts entrenched in monolingual, Eurocentric ideologies. Informed by a qualitative, interpretive paradigm, data were collected through in-depth semi-structured interviews with eight secondary school teachers of languages in NSW. Analysis of the data revealed that teachers’ multilingual identities are both facilitated and, at times, deterred by a range of personal, social,
contextual and educational factors that are predicated mostly on
monolingual ideologies. The findings also implicate that the current dominant NSW languages curriculum, which impinges on and further disempowers teachers’ multilingual identities, epitomises such monolingual and Eurocentric ideologies that, ironically, are still prevalent in a multicultural, plurilingual society such as Australia.
... This task also engages students in higher-order thinking by encouraging them to reflect on their roles, challenges, and lessons learned. Reflection (Schön, 1983;Richards & Farrell, 2011) is essential for improving their practice and communication skills in professional contexts. Finally, the constraints of using unconventional materials (such as spaghetti and rubber bands) require creativity and critical thinking, closely mirroring real-world engineering challenges. ...
... Individualized support and feedback tailored to each student's needs and abilities are critical to successful ESP teaching. Although these strategies may seem simple in theory, they require considerable planning and commitment from educators (Richards & Farrell, 2011). ...
As the global scientific landscape continues to embrace English as its
lingua franca, the impact of language on the accuracy and comprehension of scientific terminology is becoming increasingly important. This paper explores the relationship between English use and scientific communication accuracy, highlighting
challenges non-native (French) English learners face. It considers the nuances that
arise from linguistic differences and examines instances where subtle linguistic differences can lead to misinterpretation and misunderstanding in scientific discourse.
Based on the experience teaching English for specific purposes to postgraduate
students in France, this exploration extends to common linguistic hurdles, highlighting language-specific structures and some cultural influences faced by bo th students and researchers. Focusing only on the complexities these learners face in science (mathematics, engineering) sheds light on the potential barriers that impede
the clear and precise articulation of scientific ideas. The arguments presented seek
to demonstrate the impact of English on the interpretation of scientific terms, using
real-life examples (classroom activities) to illustrate these challenges, which are
commonly faced and affect the teacher's approach to teaching. Finally, the paper
argues for a conscientious approach to language use in scientific discourse. It highlights the need for research into accommodative approaches that facilitate clearer
understanding among researchers, regardless of their linguistic backgrounds.
... This elective course, comprised of 27 pre-service teachers, met once a week for three hours each time during semester two and provided preservice teachers with opportunities to engage in microteaching. Richards and Farrell's (2011) depiction of five stages of microteaching structured this student experience. In the first stage, which these authors term 'briefing', six course meetings provided students with an introduction to a series of teaching competencies. ...
... One way of revealing the existence of discursive struggles is to incorporate the type of conceptual framework and discourse analysis used in this study within students' experience of microteaching. For example, using the microteaching framework described by Richards and Farrell (2011) and discussed earlier in this paper, the stage labeled 'briefing' could include case studies of former students teachers who describe their experiences of microteaching, including the challenges they faced and how, if at all they were able to overcome them. Led by the instructor, these texts could be analyzed using the discursive framework employed in this study in the form of contextualized, situated investigations of how pre-service teachers are positioned by different discourses as they engage in the practices and activities of microteaching in specific educational settings. ...
... These PD activities emphasise transferring knowledge from experts to teachers who are expected to memorise and then apply the knowledge in their teaching. These activities are known as formal and face-to-face PD organised by school leaders (Richards and Farrell 2011). However, the effectiveness of these PD activities for teachers is controversial (Kwakman 2003). ...
... Many teachers see PD as an obligatory activity because it is one of the school's requirements. In addition, these forms of PD often provide teachers with general knowledge without considering the different factors of learners and teaching contexts, making it difficult for teachers to make changes in the classroom (Richards and Farrell 2011). Besides, these PD forms often do not connect training and specific school contexts (Villegas-Reimers 2003). ...
This qualitative study aims to uncover the characteristics of teacher professional development (TPD) among professional groups of Vietnamese primary schools in the context of educational reform in the light of a sociocultural perspective. Data were collected from 12 participants from four primary schools in Central Vietnam using in-depth interviews. The participants comprised one principal, one team leader and one teacher from each school. Qualitative analysis of the data showed that three characteristics of TPD, namely self-directedness, collegiality and situatedness, were evident in the professional activities of primary school teachers. The participants also reported that most teachers were active in professional activities. However, the participants reported several challenges hindering teachers from actively participating in professional learning communities. These challenges included inflexibility due to old age, limited access to information technology, financial difficulties, or unsupportive family conditions. The results also revealed that the professional activities of the groups were influenced by the school’s leadership. The collegiality of teachers in professional activities was relatively high. Proficient teachers often played a leading role in professional activities. This study serves as an initial attempt to enhance teacher professional development programmes for primary school teachers in Vietnam, and beyond.
... Mutton et al. (2011) contend that acquiring the skills to design lesson plans and comprehending the significance of these plans are essential skills that novice teachers must develop. Planning lessons stands at the core of the daily responsibilities for every teacher (Farhang et al., 2023;Karlström & Hamza, 2021;Richards & Farrell, 2011), and for aspiring teacher students, it serves as a method to guarantee successful classroom performance (Rusznyak & Walton, 2011). Ruys, Keer & Aelterman (2012) elaborate that the process of lesson planning is deemed essential for enhancing the professional competence of teachers. ...
p>In an era that requires a balance between theory and practice for effective teaching, pre-service teachers need the skills to design integrated, contextual, and meaningful learning experiences. This study examines the impact of implementing a Hybrid Collaborative Learning-based Lesson Study, oriented toward Wahdatul Ulum, on the lesson planning skills of pre-service biology teachers. The study employs a mixed-method approach with a parallel convergent design. Quantitative data were collected through questionnaires administered to 83 students at the end of the Biology Lesson Planning course at a State Islamic University in North Sumatra, while qualitative data were obtained through semi-structured interviews. The instruments used included Likert scale questionnaires and interview sheets. Data was analyzed using descriptive statistics and thematic content analysis. The analysis that the skills developed include formulating learning indicators and objectives, preparing materials, and designing learning steps in accordance with instructional syntax. Teaching practice also aided students in identifying challenges and learning from peer teaching. These findings suggest that an approach integrating theory, practice, and religious values is effective for developing the pedagogical skills, character, and professionalism of pre-service biology teachers.</p
... Reflective journals captured the teachers' detailed experiences with GAI by eliciting their critical self-assessment and iterative learning (Richards & Farrell, 2011). Teachers were asked to write their weekly reflective journals for four weeks to record their experiences integrating GAI into their lessons and classroom instruction. ...
This study investigates how English teachers integrate Generative AI—ChatGPT, Diffit, and Brisk—into their instructional practices, focusing on their strategies, challenges and pedagogical adaptations. These tools were selected based on their distinctive functionalities: ChatGPT for content generation, Diffit for text simplification, and Brisk for creating multimedia presentations and teaching aids. Using a qualitative multiple case study approach, data were collected from twelve primary and junior high school ELT teachers, setting through reflective journals, focus group discussions, and document analysis. The findings of this study showed that although GAI offered strengths such as fostering creativity, enhancing accessibility, and engaging students, the tools also have some limitations in terms of content inaccuracy, oversimplification, and lack of contextual adaptability. Therefore, teacher intervention is required in its implementation. In this study, teachers used reflection-in-action to make real-time adjustments, reflection-on-action to refine the integration strategies, and collaborative reflection to exchange best practices. Additionally, findings highlight teacher agency’s importance in leveraging AI for lesson planning and differentiated instruction. It further highlights the need for professional development in AI literacy to equip educators with skills to evaluate and adapt AI-generated content critically. This research contributes to the growing discourse on AI in Education, demonstrating how generative AI can function as a teaching aid rather than a replacement for pedagogical experts.
... We promote such activities in workshops for several reasons. Firstly, we concur with Richards and Farrell (2011) that insufficient attention is given to analysing critical incidents during teacher education programmes. Secondly, dealing with such incidents requires considerable skill and experience. ...
This article presents how reflective practice is promoted through continuing professional development (CPD) workshops for pre-and in-service EFL teachers in Indonesia. The purpose of such workshops is threefold: to encourage teachers to take responsibility for their professional growth; to guide teachers in selecting specific aspects of practice for further development; and to stimulate teachers to reflect individually and collectively on the teaching-learning process to deliver successful lessons and maximise student learning. With this in mind, the current contribution starts by operationalising the concept of reflective practice and describing reflective practitioners. It also details when, how and why English language practitioners should engage in reflective practice. The article concludes with a set of useful activities that help transform English language teachers into reflective practitioners.
... Other claims of examples of disruptive behaviour come from Tomorrow's Teaching and Learning (2017) and Richards and Farrel (2011), who note: arrivals and departures (late arrivals and early departures), loud students (talking and otherwise creepy noises) and other behaviours such as taking notes, sleeping, eating, apparent inattentiveness, authoritarian students, stressed students, challenging teachers' authority, disruptive online students, and even cheating. ...
The study investigated strategies for managing disruptive behaviours among public secondary school students in classrooms in Kogi East Education Zone. The purpose of the study was to find out the causative factors responsible for students’ classroom disruptive behaviours and strategies to be adopted by public secondary school teachers in the management of students’ classroom disruptive behaviours. Two research questions guided the study. A descriptive survey design was adopted. The population of the study consisted of 2434 teaching staff from 208 secondary schools in the Kogi East education zone. A sample of 400 teachers representing 16% was purposively selected for the study. The Disruptive Behaviour Management Questionnaire (DBMQ) was used as an instrument for data collection. Mean and standard deviation was used to answer the research questions that guided the study with a benchmark of 2.50 for acceptance and rejection. It was revealed from the analysis that (1) hereditary factors, visual disability, mental disability, excessive intelligent quotient in an individual student, exposure of students to the use of computers, television, radios, internet, mobile phones and frustration resulting from emotional to be the causative factors responsible for students’ classroom disruptive behaviours in Kogi East Education Zone. (2) Finding the cause, inducing the desirable behaviour, eliminating the undesired behaviour, systematic desensitization, ignoring strategy, dealing directly with persistent behaviours and monitoring techniques to be strategies for managing students’ disruptive behaviours in the classroom in Kogi East Education Zone. Some recommendations were also made.
... According to Richards & Farrell (2011), "Peer observation among ELT teachers fosters professional growth by encouraging reflective practice and collaborative dialogue, enabling teachers to exchange strategies and gain insights into their teaching" (p. 94). ...
... Finally, this special theme section also features a review written by Ali Selvi, a teacher educator based at Middle East Technical University, Northern Cyprus, with interests in second language teacher education, teacher identity, teacher cognition, and issues related to nonnative English-speaking professionals in TESOL. Selvi chose to review three books-Practice Teaching: A Reflective Approach by Jack Richards and Thomas S. C. Farrell (2011), Language Teacher Professional Development, also by Farrell (2015), and Advances and Current Trends in Language Teacher Identity Research, an edited collection by Yin Ling Cheung, Selim Ben Said, and Kwanghyun Park (2015)-in "a deliberate attempt [to recognize] a diverse body of literature that informs the formulation, operationalization, and implementation of the entire practicum process" (p. 249). ...
... The respondents felt that observing model lessons, micro-teaching, sharing ideas and experience with their partners, school teachers and supervisors and a well-designed mentoring system would be of great significance to create a reflective model in training EFL teachers. This assures what is indicated to in the literature on foreign language teacher education and training about the importance of the reflective approach in training EFL teachers, mentoring, classroom observation, feedback and teacher development (Richards and Farrell, 2011;Malderez & Bodoczky, 1999;James, 2001). Richards and Farrell (2011, p. 4) stressed that "academic courses cannot replicate the actual experience of teaching and many things happen in teaching that coursework does not usually prepare teachers for". ...
It is important for student teachers to learn theories, but the most important for them is to know how to put these theories into practice and how to strengthen the theory-practice relationships. Since Practice Teaching (Practicum) is considered as an essential contributing factor in narrowing the gap between theory and practice in teacher education program, this study aims at investigating the nature and role of practice teaching (practicum) in Faculties of Education and proposing a procedural framework to bridge this gap. The study is exploratory in nature employing a questionnaire distributed among 232 respondents. The findings identified the causes of the gap between prospective teachers' theoretical development and their practical work in the classroom. The study also developed a new practical strategy to integrate professional knowledge and classroom teaching practice through formulating a clear strategic policy between the program and schools in terms of the type of training, professional development and qualifications of student teachers.
... This understanding can be achieved through the development of teacher cognition, which enables instructors to effectively plan, deliver, and evaluate their lessons (Borg, 2006). One way to foster teacher cognition is through reflective practices, which allow educators to analyze their beliefs, attitudes, and instructional practices in relation to the effectiveness of the lessons they deliver (Farrell, 2015).Additionally, teacher educators have a critical role to play in supporting teachers' professional development by providing them with the necessary training, resources, and feedback to enhance their instructional practices (Richards & Farrell, 2011). It is crucial to adopt a holistic approach to teacher development that takes into account not only their knowledge of language, but also their social and cultural awareness (Kumaravadivelu, 2012). ...
Globalization has led to an increasing demand for English language skills worldwide, particularly in non-native English-speaking countries. This has resulted in the need for trained spoken English teachers who can effectively teach English as a second language to non-native speakers. Training of spoken English teachers has become an important aspect of globalization, as it involves preparing teachers to teach English as a global language, which includes the cultural, social, and linguistic aspects of the language. The training of spoken English teachers must be relevant to the local context, and should aim to produce teachers who are capable of using modern teaching techniques and technology to enhance language learning. One of the challenges in training spoken English teachers is the lack of standardization in English language teaching. This is because of the variations in language use, pronunciation, and vocabulary among different English-speaking countries. However, globalization has facilitated the development of standardization in English language teaching, which has enabled the creation of standardized curriculums and teaching materials. Globalization has brought about a greater need for trained spoken English teachers. The training of these teachers must take into account the local context, while also incorporating modern teaching techniques and technology. Standardization in English language teaching has also facilitated the training of spoken English teachers, which has resulted in the production of more effective and competent teachers who are capable of teaching English as a global language.
... Microteaching is a kind of teacher training that consists of brief teaching sessions aimed at improving certain instructional abilities and tactics. According to research, microteaching sessions are extremely beneficial in preparing instructors to better increase students' second language acquisition (Richards & Farrell, 2011). This research examines critical microteaching practices that can help teachers better support students' English language development. ...
Microteaching is a well-established technique employed in teacher education which includes providing simplified lesson plans and offering to a small group of learners to isolate and build specific skills for instruction through targeted instruction and constructive feedback. This article investigates the use of microteaching in establishing successful ESL teaching abilities in a broad range of contexts. First, the study identifies five significant advantages provided by the microteaching framework for ESL educators and it includes breaking down complex responsibilities for teaching into discrete skill-building practices, encouraging reflective evaluation abilities through documented lesson evaluation, increasing confidence while reducing anxiety through low-stakes teaching experiences, providing abundant assistance and criticism from supervisors and peers; and emphasising the importance of learner-focused, student-conscious pedagogy in the ESL classroom. In the study, the research employs 20 20-item questionnaire circulated. Expanding on this, further discussion focuses on describing key practical microteaching strategies that can improve language acquisition instruction capabilities in the following areas: accurate modelling of linguistic conventions; use of strategies for elicitation to stimulate student communication; implementing constructive error correction approaches; enhancing conversation skills; providing adaptive frameworks and supports; implementing meaningful communicative activities; and explicating Despite limitations in implementing microteaching techniques, it has the potential to provide ESL/TESOL candidates with focused skill-building practice in research-backed facilitation strategies, as well as collaborative support, to foster reflective, student-attentive, and confident language teaching abilities. Microteaching, when properly implemented, has the potential to prepare pre-service teachers better to fulfil the varied demands of ESL education while also promoting good student outcomes.
... The teaching practicum and supervision experience are critically important for the professional maturation of preservice English language teachers (Bailey, 2016;Bulut, 2016;Cakmak & Gunduz, 2019;Circoki et al., 2019;Cohen et al., 2010;Crookes, 2003;Farr & Farrell, 2023;Pu & Wright, 2022;Richards & Farrell, 2011). Throughout their initial years in a teacher education program, preservice English language teachers (hereafter PSTs) engage in a variety of coursework where they learn various educational theories, pedagogical approaches, and teaching methods and strategies. ...
The evaluation conundrum during teaching practicum concerning the criteria used and perception of them by faculty mentors, school mentors, and preservice teachers remains a critical concern in language teacher education. This multi-perspective research quantitatively investigates the viewpoints of preservice English teachers and their school and faculty mentors regarding the significance of the evaluation criteria set by the Turkish Ministry of National Education for evaluating preservice teachers’ teaching in teaching practicum. While all three groups considered the evaluation criteria to be significant—although at varying degrees—the faculty mentors ascribed greater importance to the evaluation criteria, compared to school mentors and preservice teachers, for both the evaluation criteria used by faculty mentors and school mentors. The study highlights the key role of evaluations and feedback provided by school and faculty mentors during teaching practicum despite higher degrees of significance attached to the evaluation criteria used by school mentors. The implications can inform policy and practice in language teacher education, promoting better outcomes for the preparation of future English language teachers in Türkiye.
... Teaching practicum is an essential part in the process of learning how to teach in a teacher education program (Crookes, 2003;Richards & Farrell, 2013). The practicum's goal is to provide the pre-service teachers with the opportunity to put their knowledge of the subject matter and pedagogical content to good use in a classroom setting, thereby enhancing their pedagogical competence (MOET, 2003). ...
This study explored how a teaching practicum prepared pre-service English teachers (PSETs) for their profession and what difficulties they encountered during their practicum. Forty-seven PSETs of the 2019 intake at a Vietnamese university provided information via a questionnaire, and eight participated in follow-up interviews. The PSETs’ perceived gains in teaching competencies were examined with reference to Vietnam’s English Teacher Competency Framework (ETCF), issued in 2012 by the Ministry of Education and Training (MOET). The results indicated that the teaching practicum significantly aided the PSETs’ attainments of most competency domains in the ETCF, particularly those that are associated with a greater appreciation of the values and responsibilities of being a teacher, enhanced knowledge of the curriculum and the English language, as well as the ability to reflect on and improve teaching practices. However, certain competency indicators across the competency domains, including practice with assessment, handling difficult pedagogical incidents, and organizing extracurricular activities to create a supportive and meaningful learning environment, were less clearly obtained than the others. Dealing with time constraints and workload, insufficient preparation for classroom practice, and safety precautions to deal with the post-COVID-19 pandemic were some of the major obstacles the PSETs encountered. The results have important implications for pre-service teacher education programs and the implementation of the ETCF for teacher development.
... Es por ello por lo que la nueva labor del profesor de idiomas como conductor del proceso de adquisición de la lengua extranjera consistirá en acercar los significados a los alumnos para que sean ellos mismos quienes formulen sus hipótesis (Zayas, 2002, p. 39;Scrivener, 2012, p. 224), lo que no implica ofrecerles la respuesta correcta a sus problemas, ya que la corrección explícita de errores resulta poco o nada beneficiosa (Allwright, 1975;Cohen y Robbins, 1976;Long, 1977;Krashen, 1982;Harmer, 1983;Brumfit, 1984;Rob y Ross, 1986;VanPatten, 1992;Richards y Farrell, 2011) e, incluso, hasta perjudicial (Holley y King, 1969;Truscott, 1996Truscott, , 1999 para el desarrollo del sistema de interlengua del alumno. Por ello, el valor "real" del error sólo puede ser defendido en un aula de idiomas desde escenarios didácticos que divulguen "auténticas" interacciones de tipo ostensivo-inferencial. ...
The concept of student’s engagement in school (SES) has been the focus of the debate concerning academic success and school dropout. The aim of this study is to analyse the relation between student’s engagement in school and their participation on guidance activities. Our sample consisted of 853 high school students from both genders who attended different schools. Data was collected using Students Engagement in School – a four dimensional scale (Veiga, 2013) and Career Exploration Scale (Taveira, 2000).
Analysis of the results showed differences in students’ engagement level according to their participation on guidance activities – students who had guidance versus students who had
not, the later showing lower engagement –, as well as statistically significant correlations between engagement and career exploration.
... Refl ecting on own teaching can involve teachers in exposing "their own beliefs of teaching and learning to critical examinations, by articulating these beliefs and comparing these beliefs to their actual classroom practices to see if there are any contradictions between practice and underlying beliefs" (Farrell, 2007, p. 9). To refl ect individuals' teaching enactment, they can record their audio and video of a mini-lesson, keep a teaching journal and/or a language-learning journal, describe critical incidents, and identify teaching maxims (Farrell, 2007(Farrell, , 2014Payant, 2014;Richards, 1996;Richards & Farrell, 2011). And in their leisure time, the teachers can refl ect on their teaching--what went well and what did not go well and can devise a plan for further improvement of their teaching-learning activities. ...
For a prospective teacher at almost any level, clearly defining one’s teaching philosophy has long been a mandatory requisite for applying and obtaining a teaching position in the US schools and colleges. However, in Nepal, this requirement is as yet unknown, and the demand to define one’s teaching philosophy and set it to writing may pose a novel challenge for even the most experienced and cherished educator. In this paper, along with briefly introducing the current North American theory of teaching philosophy, I present a statement of my teaching philosophy, my evolving beliefs towards teaching writing, and my personal approach to teaching writing. Finally, I theorize my philosophy of teaching, drawing ideas from some renowned critical pedagogy scholars. I believe that these musings are worthy of reading for prospective and experienced educators who have not yet systematized their teaching philosophy, specifically, teachers of English who teach or wish to teach writing courses, stimulating them to be more closely focused on their approach to teaching and to carefully situate their teaching-learning activities within their teaching philosophies.
... However, the most striking models available at the disposal of teachers were those dominated by traditional/teacher-centered/top-down direct teaching (Lieberman, 1996;Murray, 2010) or teachers review audio or video recordings of real-time classroom instruction (Murray, 2010;Richards & Farrell, 2011). Some activities range from formal experiences (as participating in professional workshops or meetings, mentoring, etc.) to informal experiences; such as reading academic articles, watching television documentaries related to their teaching subjects, etc. (Ganser, 2000). ...
Academic interest in professional development (PD) of teachers throughout the world is growing as the achievement of quality in education depends to a large extent upon the quality of the teachers in society. Moreover, the COVID-19 pandemic has changed the process of teaching with the rise of e-Learning/Teaching. This study used a questionnaire and a semi-structured interview to EFL teachers in the department of English and Literature at Batna 2 University to gather information about their PD challenges and opportunities. Results show that although the respondents still hold the idea of traditional PD, 94.9% of them share the view of the necessity of PD to improve their knowledge and skills; however, mentoring and guiding less experienced teachers did not receive the attention required. Findings of this study can inform educators and policymakers of the importance of PD in enhancing teacher quality and improving students' learning skills to help the future direction of PD programs for EFL teachers in Algeria.
... Three tools namely, Academic Classroom Setting (ACRS) Template, TASR (Teacher Action Student Response) Category System, and Researcher journal were used during classroom observation. ACRS template was an adapted version of Wragg (1999) and Richards (2011) classroom observation templates. On the other hand, the TASR template which is an adapted category system of Flanders Interaction Analysis Category (FIAC) System, which was developed by Ned Flanders in the year 1975 to observe the verbal communication of teachers and students in the classroom (Amatari, 2015). ...
There has been growing discontent over the English language competency of graduates in the past few years. Many surveys conducted by various agencies have reaffirmed the fact that Indian graduates lack good communication skills in English. In a globalized tech-dependent world today, English language proficiency has become mandatory to attain success in any field. There were questions about the reasons for the lack of English proficiency of Indian graduates inspite of their English education both in school and college. This research study attempted to explore how English is taught in schools and the various factors that impact the teaching-learning process in schools.
... This is an area which should also be explored in a Libyan context, where traditions dictate that the teacher is placed in an authoritarian position (Rogers, 1983) and where teachers may still need to be persuaded of the benefits of establishing humanistic and democratic relationships with their students (Cornelius-White, 2007;Rogers, 1969, Shihiba, 2011. However, in the language learning classroom the teacher has a more important role in building good relationships with students so that they gain in confidence and they are not afraid to make mistakes (Richards & Farrell, 2011). ...
Libya is a country which is trying to find its place in the international community. It has a mainly youthful population of about 5.6 million with a median age of 24.8 years and large numbers of young people are accessing university courses. This creates a demand for university places which is increasingly difficult to meet. The recent political changes in Libya have compounded these difficulties. This study investigates the challenges of teaching English in Libyan Higher Education as the country prepares its young people for living and working in a global environment where the English language is predominant. The investigation finds that there is recognition of the importance of English, but the level of language skills of students entering university is well below an acceptable standard, and both teachers and students advocate an early start for learning English in schools. Within the universities the curriculum is not consistent and leads to graduates in English having a limited command of the language. Some evidence suggests that students are not motivated to study English and often choose the programme simply as a means of guaranteeing them a job in the future, or because it is at the most convenient location for them. There is a lack of resources and facilities, with large classes and few rooms for teaching, limited internet and communication technology, and little access to libraries. Teachers are not prepared well for their teaching roles nor supported with development activities, and there are few opportunities for teachers or students to practise their English. The thesis makes a number of recommendations including running summer schools in English speaking countries, online courses with native English speakers, and exchange programmes where teachers can benefit from updating their methodology as well as their language skills. Further recommendations are for the Ministry of Education to have overall control of the curriculum, and for the Libyan government to continue its building programme and prioritise access to technology. One year exchange programmes with English speaking countries would enable native English speakers to be available in all university English departments. It is also recommended that students are motivated by providing courses relevant to them, and that more workshops and activities such as competitions and monthly magazines written by students and teachers are used to encourage involvement. iii
This study explores the implementation of Differentiated Instruction (DI) in Philippine multigrade classrooms and develops a tool to assess teacher proficiency in DI. Employing an exploratory sequential mixed-method design, the qualitative phase included focus group discussions with eight multigrade teachers, capturing their experiences and challenges in DI. These insights informed the creation of the Multigrade Differentiated Instruction Performance Appraisal Tool, which assesses DI proficiency across instructional planning, delivery, and classroom management. The tool underwent expert validation and reliability testing, with Cronbach’s Alpha of 0.91, indicating high internal consistency. The quantitative phase surveyed 163 multigrade teachers, revealing that DI implementation was generally effective, particularly in aligning lessons with curriculum standards (M = 4.09, SD = 0.73) and fostering a supportive learning environment. However, teachers faced challenges in utilizing technology, contextualized materials, and diverse assessment methods. Findings support the DI Assessment Checklist as a valuable tool for teachers and administrators to enhance instructional practices through reflective teaching. Recommendations include expanding training programs, improving access to instructional resources, and integrating DI-focused technology training. Further research should explore regional variations in DI implementation to inform more localized educational policies. This study provides practical insights to support teachers in effectively managing the complexities of multigrade education, ensuring equitable and inclusive learning experiences for diverse learners.
This descriptive analysis explores the application of the team-teaching method for young learners, focusing on a case study at an elementary school in North Sumatra, Indonesia. The study investigates the planning, implementation, evaluation, and obstacles of team teaching in fourth-grade classrooms. Qualitative data was gathered through observations, interviews, and documentation. Findings reveal collaborative lesson planning between core and assistant teachers, with a clear division of roles. Implementation involves whole team participation, with one teacher delivering material while the other assists and supervises students. Evaluation encompasses teacher feedback and student assessment, utilizing summative and formative methods. Obstacles include uneven attention distribution and student dependency on assistant teachers, with proposed solutions such as class restructuring and fostering student independence. Recommendations include continuous teacher development, principal oversight, and student engagement in the learning process. Overall, the study underscores the importance of collaborative teaching methods for enhancing student learning outcomes and addressing challenges in the educational environment.
Reflective practice occurs when teachers consciously take on the role of reflective practitioner and subject their own beliefs about teaching and learning to critical analysis, take full responsibility for their actions in the classroom, and continue to improve their teaching practice. Language teachers who engage in reflective practice can develop a deeper understanding of their teaching, assess their professional growth, develop informed decision‐making skills, and become proactive and confident in their teaching. Teachers can make use of specific reflective tools to facilitate their reflections such as teaching journals, critical friends, teacher reflection groups, classroom observations, or action research. They can also consider what to reflect on from their identity, the metaphors they use, as well as their overall beliefs about teaching and learning English as a subsequent language. In addition, language teachers can make use of a five‐level holistic framework for reflecting on practice.
Study Objective: The current study aimed to examine the impact of student teachers at Al-Qasemi College within the Green Line using interactive video through IRIS Connect (IC) program on their Technological Pedagogical and Content Knowledge (TPACK) and its seven domains, in addition to technology integration in educational process.
Study Methodology: The researcher employed a mixed-method approach combining quantitative and qualitative methods. The quantitative part involved a quasi-experimental design, dividing 70 student teachers at Al-Qasemi College into experimental and control groups. The control group received traditional feedback, while the experimental group used interactive video through the IRIS Connect program for feedback. Pre- and post-experiment self-report questionnaires assessed their technological pedagogical knowledge. Additionally, interviews with ten student teachers were conducted to support and interpret the quantitative findings. A training program based on the TPACK framework and its seven domains was developed for the experimental group, involving various tasks over 28 hours of training across four months.
Study results: The results indicated statistically significant differences at the significance level (α ≤ 0.05) between the mean scores of the control and experimental groups regarding the impact of student teachers' use of digital video on TPACK and technology integration in education across all domains, favoring the experimental group in the post-test. The effect size results revealed that student teachers' use of digital video significantly and positively influenced TPACK, its seven domains, and the overall measure, as well as technology integration in education, its six domains, and the overall measure. The interview results also supported the significant and positive impact of using interactive video.
Study recommendations and suggestions: The researcher provided several recommendations and suggestions, including the enhancement of interactive video use in training student teachers through dedicated training programs that offer support and training for student teachers, and the integration of interactive video analysis into the curricula of teacher preparation colleges across all departments. The researcher also proposed the creation of interactive videos of model lessons for future use by student teachers.
Keywords: Interactive Video, Student Teacher, Technological Pedagogical and Content Knowledge (TPACK), Technology Integration in Education
El aprendizaje-servicio es una propuesta educativa que pretende combinar los procesos de aprendizaje con el servicio a la comunidad. De ahí que los participantes desarrollen a la vez sus conocimientos y destrezas profesionales y valores sociales y culturales, realizando una actividad que ayuda a la comunidad inmediata. Por su doble objetivo de proporcionar práctica profesional a los estudiantes/futuros profesores de español y de ofrecer un curso de español a los niños de los niveles iniciales de la educación primaria, el programa «El español en Alas», iniciado en 2018 por parte del Departamento de Estudios Ibéricos de Belgrado, la Asociación de Profesores de Español de Serbia y la escuela primaria «Mihailo Petrovic Alas» de Belgrado, representa un ejemplo de puesta en práctica del aprendizaje-servicio. Aquí, a base de una retrospectiva analítica del programa, ofrecemos información sobre su desarrollo durante los últimos cuatro años con la esperanza de que nos sirva para la mejora de este programa y como motivación para la implementación de otros parecidos.
This paper describes about the problems in the speech act of Non-English department students especially in speaking class. Assessing the product tends to be more difficult than assessing the receptive skills namely listening and reading. The lecturer needs to pay more attention in assessing these skills, especially for non-English department students who are in the beginning level of English ability. Therefore, the aims of this research were to find out: The test format, marking criteria and the scoring scheme used by the lecturers in assessing students‘ productive skills in part of Speech Act. This study used descriptive qualitative method. Data collection techniques were carried out through observation, recording, and carried notes taking techniques. The subject of this research is the 1st-semester student of the accounting program. The data were taken from observation, interview and document analysis. The results of this research were : 1) The test formats used by the teachers to assess speaking skills were interview, picture description, and presentation. The criteria used by the teachers were pronunciation, vocabulary and fluency for speaking assessment. The lecturers use the scoring scale to score students‘ productive skills. The scale itself depends on the criteria or language components which were being assessed and each scale of score has its own description.
Most language teacher educators assume that what they provide to their pre-service ESL teachers will help them transition smoothly into the real school setting, yet we also have evidence that some novice TESOL teachers may be struggling when trying to implement what they have learned in their TESOL teacher education once they begin teaching in their first years. In addition, most early-career TESOL teachers are abandoned once they graduate from their TESOL teacher education programs and left to survive on their own, and/or with the help of school appointed mentors, induction programs or other such assistance. This conceptual paper focuses on these two issues and discusses each as “inconvenient truths”, while also offering ways that both can be rectified by following a novice-service approach to TESOL teacher education.
As a relatively new and growing profession, second language teacher education (SLTE) has evolved greatly over the past few decades. Indeed, SLTE has taken on a more global perspective and the knowledge base of SLTE has greatly expanded to include such topics as teacher cognition, teacher identity, reflective practice, teacher research, narratives and teacher self‐development, teacher expertise, teacher emotions, and teacher immunity, to name but a few. For language teachers, SLTE serves as a bridge from what is known in the field to what is recommended that teachers implement in the classroom and it does this through candidates who are educated as second language teachers (Freeman, 2016). This updated paper outlines and discusses SLTE and some different dimensions of SLTE that include a discussion of the theory and practice disparity that exists between SLTE programs and the lived lives of language teachers in classrooms. Future directions in SLTE are also outlined and discussed.
Reflective practice is an indispensable component of language teaching as improvement begins with reflection. For this reason, the Ministry of Education, Culture, Research, and Technology in Indonesia includes reflective competence as one of the abilities that teachers must develop, and teacher education programmes in universities follow this up by fostering the reflection of pre-service teachers. This chapter offers a detailed account of the efforts of the teacher education programme at the State University of Surabaya (Unesa) to develop reflective practice among pre-service teachers within the framework of Schön’s reflection-in-action and reflection-on-action. To accomplish this task, the teacher education programme integrates reflection into various activities, but this chapter focuses on modelling action research, project-based learning, materials development, extensive reading, the on-campus teaching practicum, and student teaching at schools. Some challenges occur in the attempt to integrate reflective practice in these ways. Personal and contextual factors may hamper the pre-service teachers’ efforts to engage in reflection, but teacher educators also have procedures to overcome these challenges and optimize the huge benefits of reflective practice. Based on this account of reflective practice, some future directions are presented. The concept of reflection should be introduced to the pre-service teachers early in the orientation days and recommended as a topic for their academic papers or theses. Additionally, novice teacher educators should be trained to be more reflective through workshops so they can be good models for the teacher trainees.
While reflective practice has become a buzzword in teacher education literature, the question concerning the teachability of reflection skills remains unanswered conclusively. This chapter reports on the outcome of a teacher education course which integrates reflective practice into an ELT methodology course in a Postgraduate Diploma Programme offered by a Hanoi-based university in Vietnam. The primary aim of this chapter is to demonstrate the possibilities and constraints of integrating reflective practice in a regular ELT methodology course, both as an innovation in teacher education and as a stepping stone to teachers’ engagement with the complexity and uncertainty of language teaching in the twenty-first century. The chapter suggests that while reflective practice may be fostered through formal training, the proceduralization of formally learnt reflective practice skills remains open to question. The chapter concludes with the course instructor’s own reflections, thereby suggesting issues that need further research regarding the teaching of reflective practice skills.
The practicum in teacher education programmes typically includes
an observation of the mentors or peers, as well as an actual teaching phase. In most programmes, the focus is more on the direct experience of teaching. Turkey, moved by a general dissatisfaction
with how teacher education programmes prepare student teachers
for the realities of the classroom, has initiated a new field experience programme that does not include observation. We aim to depict the realities of all participants including student teachers, mentors and supervisors on the disappearance of a once central component of the teaching experience- the observation, as well as its replacement with more practice time. A qualitative research design has been adopted and the data have been collected from surveys and interviews. The findings demonstrate that the participants value both the potential of learning from observation and the opportunity to be involved in more practice during the practicum process.
Student engagement is a complex measurement that can be viewed through behavioral, emotional, and cognitive constructs. Authentic intellectual engagement requires more than task compliance and requires teachers to make decisions and moves to promote engagement. Pre-service teachers need to have these teacher decisions deconstructed and explicitly reconstructed to “notice” and make sense of it. This study conducted a qualitative document analysis of 31 pre-service teachers’ observational reflections on a pre-selected video-recorded lesson. A pre- and post-assessment was used. When pre-service teachers were given explicit instruction on “noticing” teacher moves to enhance student engagement through multiple constructs, their understanding of student engagement within a lesson shifted from literal and compliance-focused to a multi-dimensional construct involving behavior, emotion, and cognition. The assessments also shifted focus from what the teachers did to the impact the teacher’s decisions had on student engagement and learning. Future research should look at how noticing skills in video observations can transfer to the pre-service teachers developing their teaching skills in the classroom.
This study focuses on the development of lexical competence of tertiary level EFL learners who have reached C1 level according to CEFR during their course of study, but who still have difficulty in recognizing and producing academic words in terms of their correct and appropriate use in various contexts. Following a data-driven learning (DDL) approach within an action research paradigm, this study aims to discover whether corpus investigation makes a difference in students’ vocabulary knowledge and how they react to corpus data in learning vocabulary. To this end, the study was carried out in a listening/speaking course of two C1 level classes in an EFL classroom at an English preparatory school in Higher Education. In one of the classes, conventional lesson materials, and in the other, corpus-based lesson materials were used to teach the selected vocabulary items. The effect of corpus-based lesson materials on vocabulary learning was examined in relation to conventional materials. The data obtained from pre and post-tests showed that although there was a significant increase in students’ scores from pre-test to post-test, corpus use made statistically no significant difference in their scores as compared to the conventional method that had been adopted during the regular course of study based on the contextual guesswork involved in the coursebook. Students’ reactions throughout the implementation of corpus-based materials and the feedback sessions held with the students, shed light on the results and suggested some pedagogical guidelines for using corpora in teaching L2 vocabulary.
Generally, professional development initiatives focus mainly on enhancing teachers’ classroom practices. However, teaching practices without being cognizant of students’ culture and teaching contexts rarely have an impact on students’ learning outcomes. With regard to language teaching, teachers’ knowledge of teaching context is a pivotal factor in learners’ language development. This paper reports on a study that explored how the Cambridge English Teacher (CET) professional development program influenced knowledge of teaching context of English as a Foreign Language (EFL) teachers in a Saudi Arabian public university. Utilizing convergent parallel mixed-methods design, survey questionnaire and semi-structured interviews provide the data to explore the CET experiences of 130 EFL teachers. The combined quantitative and qualitative results show that because of the CET, the participants’ knowledge of the Saudi EFL context was enhanced in the following areas: the status of the English language in Saudi society, learners’ culture, adaptation to institutional policies, building rapport with learner, and learning from multicultural colleagues. Specifically, the findings indicated that EFL teachers from different linguistics backgrounds gained an understanding of how the English language is taught through using culturally sensitive methodologies. Finally, the article recommends steps that seek to help institutes provide context-specific PD to teachers as well as offers directions for current practices and future research.
This research investigation delves into the classroom management routines and protocols implemented by English educators within two educational institutions, one public and the other private, over the course of a senior academic year. The primary objective of this inquiry is to dissect the commonalities and disparities between these institutions concerning their methodologies for classroom management. The researchers strive to identify the challenges encountered by instructors when implementing classroom management routines and protocols, alongside assessing students' comprehension of and adherence to these established procedures. The research employs a blend of three data collection methodologies: observation checklists, surveys, and interviews, which collectively employ triangulation to offer comprehensive insights. The findings divulge substantial disparities and limitations in the application of routines and procedures between the public and private institutions, notably concerning behavioral control and the diversity of pedagogical activities integrated into lessons. The public institution demonstrates a heightened degree of instructor authority in overseeing student behavior, while the private institution incorporates a more intricate range of activities during instructional sessions. Drawing from the conclusions derived from this research, the authors proffer tailored recommendations to English instructors in both educational settings. These recommendations are meticulously formulated to address the identified challenges and proffer potential resolutions for augmenting classroom management, thereby ultimately facilitating the pedagogical trajectory of teaching and learning.
Reflective practice occurs when teachers consciously take on the role of reflective practitioner and subject their own beliefs about teaching and learning to critical analysis, take full responsibility for their actions in the classroom, and continue to improve their teaching practice. Teachers who engage in reflective practice can develop a deeper understanding of their teaching, assess their professional growth, develop informed decision‐making skills, and become proactive and confident in their teaching. There are many different ways teachers can reflect on their work, such as individual or group, as well as different issues teachers can reflect on such as teaching metaphors and maxims and teaching beliefs. Teachers can decide which method would be most beneficial to them depending on the purposes of their reflections.
Although many teacher education programs around the world are currently undergoing a shift to a multilingual orientation, it is often done on a trial-and-error basis as expertise in this area at the tertiary level is still lacking. This chapter proposes ways in which MADE can be integrated into preservice teacher education curricula, as well as professional development opportunities for in-service teachers, to strengthen the focus on multilingualism by providing a uniform, research-based approach to education for all learners.KeywordsAction researchMentoring modelPeer coachingTeacher educationProfessional developmentReflective teaching model
Zakāt is one of the five pillars of Islam. Sociologically, the Lanao Sultanate zakāt
system is one of the few of the unexplored Islamic practices of the Meranaos of the Lanao Sultanate. Literature studies show that there is a sizable research gap vis-à-vis the Sunni Islamic perspectives on zakāt system of the Meranaos. To fill in this research gap, this paper explores in-depth the Sunni-Islamic perspectives on zakāt practices of the Meranaos. This research used secondary data sources such as books, theses, and journals. This study serves as a reference material for the researchers whose research interest is on the zakāt system of the Muslims in the Philippines. This study contributes to the body of knowledge and academia on
Islamic civilization in Southeast Asia as well as on the significant impact of the Lanao Sultanate into the lifeways of the Meranaos. This study also recommends that the law makers shall enact policies that promote and regulate the zakāt practices in the Bangsamoro Autonomous Region in Muslim Mindanao (BARMM), which policies could be used as a tool to alleviate poverty, and to promote the distribution of wealth in order to attain the quality of life of the Ummah (Muslim community).
Keywords: Pat a Pangampong sa Ranao; Zakāt; Lanao Sultanate; Sunni; Meranaos
Students’ misbehavior has become one of the major problems in the English language classroom and affects the teaching and learning process. Therefore, this study aimed to identify the teachers’ perception of students’ misbehavior and if it really affects their teaching process and the students’ learning process. The Qualitative methodology was used to collect data for this study. The main mode of data collection instruments used for this study was Teachers’ Interview, Observation and Students’ Interview, in which the data was triangulated to counter biases. The Interview questions focused on the teachers’ perception of students’ misbehaviour and how it disrupts their English language lesson. The teachers were also asked about their perception of assertive discipline approach. Observation was done, and a field note was created based on the happenings in the specific observed class. To round it up, the students' perception of their behavior and the classes’ environment was collected. It was evident that the teachers’ perception towards students’ misbehavior was a disruption to their lesson. It was primarily based on the student's lack of interest and discipline towards learning English.
This paper reports on a qualitative study of the practicum learning experiences of thirty students of Teaching English to Speakers of Other Languages (TESOL) enrolled in a Masters of TESOL Education at Victoria University in Melbourne, Australia. Drawing on current thinking about the role of reflective practice in teacher education, the value of real world learning beyond the classroom and the pedagogical affordances of the practicum, the enquiry aims to identify the types of practitioner learning that occur during practicum placements in terms of enhancing learners’ knowledge and skills, increasing their self-reliance and self-confidence and contributing to their growth as educators and individuals, their professional and social identities. Utilising reflective surveys from a portfolio of authentic practicum documents as data, the researchers create thematic narratives of ‘being and becoming’ which foreground the salient themes. Hence, we demonstrate how the practicum develops participant practice teachers’ realisations of their emerging agency as practitioners, makes manifest their perceptions of their increased professional confidence and then serves to indicate the pedagogical value of applying theoretical learning from the classroom to their professional practice. These results suggest the importance of preparing teachers for discovery, both the usual and the unexpected, in the process of planning, implementing and evidencing practicum work, and emphasise the importance of being and becoming to the practicum’s work of embodied learning.
Based on constructivism philosophy, this study investigates to find the learning technique of writing, in order to substitute the conventional technique of writing to improve writing skill. Log and conferencing technique has many advantages to reach the needs. In English syllabus of Animal Science program at Universitas Tidar, it is emphasized to apply writing in scientific form, so the use of grammar, diction and idea must be done appropriately. The major discussion is what learning log and conferencing is and how to apply it also how effective the learning model with this technique in improving writing skills for non-English Department students. Specific study has been given to make comfortable the relation and communication between teacher and student gradually and regularly. To get this aim, this study concerns with log and conferences techniques to animals science and using the new steps on writing learning style. The data from students and lecturers were collected and analyzed. Data analysis shows that the conferences appeared by variety of topics such as writing aspect, learning habits and English writing ability of each student. Second, the lecturer used varieties of approaches to communicate with each student in writing learning using learning log. Finally, the conferences contribute to a deliberative process critical to the process of learning to write. The students found conversations with the instructor helpful in their subsequent revisions whereas the instructor gained a better understanding of students’ difficulties in writing.
Within the context of distant practicum procedures implemented during the coronavirus (COVID-19) period, the aim of this study is to highlight the experiences and views of pre-service English teachers on e-practicum. The study also examines whether pre-service teachers’ experiences contrasted with what they expected from the standard practicum procedures. The participants of the study included 20 fourth-year prospective English teachers studying at a Turkish university. Data were collected through standardized open-ended interview questions and content analysis was used to categorize the responses. The findings of this study in general show that teaching practicum is a significant part of teacher education programs as pre-service teachers believe that it particularly supports gaining teaching experience in a real school environment. However, the outbreak of the COVID-19 pandemic has led teaching practicum to be sustained as a part of distance education which has caused certain drawbacks especially in terms of lacking face-to face teaching experience. Findings revealed that distant practicum during the COVID-19 had more negative sides for the participants than positive ones. Participants expressed their demands for e-practicum regulations that address all aspects of the teaching profession and give them the opportunity to put theory into practice.
Teaching is a complex profession; and therefore, micro-teaching is needed to scale down its complexity to train pre-service teachers for future real teaching. However, micro-teaching experiences without reflection are insufficient for building or developing professional teaching skills. Therefore, this book aims at building and developing essential teaching skills through reflective micro-teaching in which teacher trainees, individually and collectively, reflect on their own micro-teaching practices with the assistance of reflection forms in controlled teaching environments. The book consists of three chapters. The first chapter covers the conceptual and theoretical framework of reflective micro-teaching. The second chapter deals with video-mediated microteaching as a stimulus for reflection. The third chapter includes the conceptual and theoretical framework of the core teaching skills and provides reflection forms that help teacher trainees to reflect on their own and one another's micro-teaching practices, for building and developing these core skills. The book contains eight tables and a list of 256 references.
With the development of language corpora, linguists have been able to identify how often specific words, phrases, and expressions are used, and in which contexts. However, applications of corpora in the wider domain of language teaching have remained limited. This article presents an approach to utilizing corpora, combining principles from communicative language teaching and data-driven learning, and based on a two-year action-research-based trial of the approach with a monolingual class at a Japanese university. Beginning with learner training in their L1, students learned to analyse concordance lines and were given the opportunity to recontextualize and conceptualize any identified language patterns and features through realistic communicative activities. While challenges remain in relation to the effectiveness of learner training and the preparation of suitable concordance lines, students were found to have increased their fluency and accuracy, and to have made improvements to their speaking confidence and complexity.
In view of the limited research attention so far given to the developing cognition of novice L2 writing teachers, this qualitative study examines the extent to which L2 writing teacher cognition can be enhanced by the experience of tutoring. By adopting the theory of experiential learning, the study considered the role that the experience of tutoring could play in the development of novice L2 writing teachers’ conceptualizations of learners’ needs and their view of themselves as developing L2 writing teachers. The results of this study point to the participants as having all made realizations that served as catalysts for continued growth after the original tutoring experiences. These findings indicate that the practice of tutoring changed their perceptions of teaching L2 writing by seeing clearly the benefits of dialogic interaction with L2 writers and also learning the value of holistically viewing the writer.
ResearchGate has not been able to resolve any references for this publication.