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AutorAl Darwish, Salwa
TitelEFL Teachers' Background Knowledge Is the Key to Learners' Needs
QuelleIn: International Education Studies, 5 (2012) 6, S.251-262 (12 Seiten)
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Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN1913-9020
SchlagwörterTeacher Background; Modeling (Psychology); English (Second Language); English Instruction; Mixed Methods Research; Questionnaires; Observation; Classroom Observation Techniques; Observational Learning; Trainees; Inservice Teacher Education; Elementary School Teachers; Educational Environment; Interaction; Faculty Development; Self Concept; Physical Health; Teaching Methods; Educational Practices; Classroom Techniques; Student Needs; Prior Learning; Foreign Countries; Kuwait
AbstractThis study aimed at examining an unorthodox approach in which teacher trainees observe experienced teachers to benefit from their professional experience instead of the more common practice in which teacher trainees are evaluated through self-reflection and peer review. The target population was 111 teachers randomly selected by 20 teacher trainees teaching English in 20 schools within 6 school districts in Kuwait. A mixed method of questionnaire and observation by the teacher trainees was used for data collection. The results showed a discrepancy between the questionnaire responses and personal observation. The questionnaire responses indicated that the teachers had significant confidence, high competency, and excellent performance. However, classroom observation revealed that EFL teachers had to plan their classes with constraints of limited teaching hours and resources and mixed levels of proficiency and learning environment. Thus, Kuwaiti EFL teachers have the ability, proficiency, and confidence to teach EFL, but lack the required freedom from the educational authorities to implement their methods. (As Provided).
AnmerkungenCanadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, ON M3J 3H7, Canada. Tel: 416-642-2606 Ext 206; Fax: 416-642-2608; e-mail: ies@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/es
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2018/2/04
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