جستجوی مقالات مرتبط با کلیدواژه « teaching practicum » در نشریات گروه « ادبیات و زبان ها »

Since beliefs and emotions are involved in teachers’ daily professional life, this case study aimed to reveal the beliefs of pre-service teachers (PST) emotional strategies and the reasons underlying their beliefs during teaching practicum. Six PSTs from three Indonesian universities who conducted teaching practicum in three different school areas participated in this study. Fruitful data were gained from classroom observations, in-depth interviews, and journal entries. The findings reveal that Indonesian PSTs believe designing both a lesson plan and a second one is significant in preparing the classroom situation appropriately for students. These strategies can improve their self-confidence and motivation and help them regulate down emotions to respond to spontaneous incidents. They also believe in cognitive strategies that the students' problems and the teacher's weaknesses provoke the students' misbehavior. To up-positive emotion regulation, they believe in fake strategies showing their excitement and enthusiasm in teaching through verbal and nonverbal cues. However, hiding and avoiding emotions are not suitable due to harmful impacts. Hence, teachers have to unveil their emotions in appropriate situations. Teachers' attention to all students is pivotal for learning and growth. Thus, PSTs' emotional competence must be enhanced, for they have the ability to identify, analyze, regulate, and express emotions in the proper context and situation. The teacher education program must give PSTs full support by including emotional competence as one of the subjects or a part of the course contents to promote positive beliefs on emotion regulation.

The empirically-validated link between teachers’ professional role identity and explicit manifestations of teacher efficacy has resulted in a burgeoning literature on educational programs/settings influential in teacher identity formation. In an attempt to expand on this strand of research, the present study explored how taking part in an academic multi-faceted teaching practicum may contribute to professional role identity construction/reconstruction among Iranian EFL student teachers. To this end, 45 third-year undergraduates majoring in teaching English as a foreign language (TEFL) were traced throughout a two-year (four-semester) teaching practicum held by Farhangian University, Iran. Based on a concurrent triangulation mixed methods design, the participants’ identity was gauged at five different time points: At the outset of the practicum and after every practicum semester. The quantitative data were gathered through the repetitive administration of a standard Likert-scale questionnaire developed based on Farrell’s (2011) tripartite model of professional role identity. Coincident with the surveying process, the qualitative data were gathered through a semi-structured interview held at the beginning of the practicum and four integrative reports developed by the participants at the end of every practicum semester. Within-group comparison of the survey data in tandem with content analysis of the qualitative data based on the focus framework revealed that the multi-faceted practicum helped the student teachers strike a balance in their identity as a manager and a professional. Additionally, the results called into question the contribution of the practicum to acculturator identity development. The influential role of a multi-faceted practicum in promoting professional role identity among student teachers calls for an investment of cost and time to exploit the full potential of practicums of the same quality.

Service-Learning (SL) has been internationally gaining in popularity in the field of teacher education in higher education thanks to its benefits. However, this pedagogical method is still new in some EFL higher education settings like Vietnam. This qualitative study investigates the undergraduate students’ attitudes after their implementation of an SL-integrated teaching practicum unit at some EFL community classes. In the study, seventy-eight fourth-year students of English in the pedagogy sector at a department of English of a university of foreign languages in Central Vietnam were involved as participants. They were guided to contact community learners of English, observe classes, design lesson plans, do micro-teachings, and finally write reflections. The findings from the reflections revealed that all of the students had positive attitudes towards SL and the teaching practicum unit, which made impacts on their personal growth, classroom management skills, profession, and community-related aspects. Recommendations concerning how to make SL and SL-integrated courses more effective were put forward at the end of the research study.