Literaturnachweis - Detailanzeige
Autor/inn/en | Azkiyah, Siti Nurul; Mukminin, Amirul |
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Titel | In Search of Teaching Quality of EFL Student Teachers through Teaching Practicum: Lessons from a Teacher Education Program |
Quelle | In: Center for Educational Policy Studies Journal, 7 (2017) 4, S.105-124 (20 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1855-9719 |
Schlagwörter | Teacher Effectiveness; English (Second Language); Second Language Learning; Student Teachers; Teacher Education; Teacher Education Programs; Practicums; Student Teacher Attitudes; Outcomes of Education; Observation; Foreign Countries; Mixed Methods Research; Teaching Methods; Questionnaires; Indonesia Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Lehrerausbildung; Lehrerbildung; Practicum; Praktikum; Praktika; Lernleistung; Schulerfolg; Beobachtung; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Fragebogen; Indonesien |
Abstract | This study was intended to investigate the teaching quality of student teachers when they conducted their teaching practicum. Teaching quality is conceptualised based on eight classroom factors (orientation, structuring, modelling, application, questioning, building classroom as a learning environment, assessment, and time management) of the dynamic model, which have previously been found to affect student outcomes. The study used a mixed-methods design: a survey on students' perceptions of the teaching quality of their teacher (student teachers) and classroom observation. The study was conducted in Tangerang Selatan, Indonesia, involving English as a Foreign Language (EFL) student teachers in the English Education Program, Syarif Hidayatullah State Islamic University, Indonesia and 199 students of three different schools. The findings revealed that the student teachers did not yet practice the classroom factors of the dynamic model. Some recommendations include incorporating the classroom factors of the dynamic model in the curriculum or syllabus related to pedagogical skills to better prepare teachers in the future. It is also beneficial to study the possibility of sending student teachers to school earlier not only for the teaching practicum but also for other relevant purposes. (As Provided). |
Anmerkungen | University of Ljubljana, Faculty of Education. University of Ljubljana Kardeljeva plošcad 16. Slovenia. Tel: +386-1-5892-344; e-mail: editors@cepsj.si; Web site: http://www.cepsj.si/doku.php?id=en:cepsj |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |