An Evaluation of Practicum Courses at Farhangian University

Autor/inn/en	Masoumpanah, Zahra; Tahririan, Mohammad Hassan; Afzali, Katayoon; Alibabaee, Ahmad
Titel	An Evaluation of Practicum Courses at Farhangian University
Quelle	In: Iranian Journal of Language Teaching Research, 7 (2019) 2, S.101-119 (19 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2322-1291
Schlagwörter	Foreign Countries; Course Evaluation; Practicums; Preservice Teacher Education; Student Teachers; Second Language Learning; English (Second Language); Student Needs; Student Motivation; Self Esteem; Classroom Techniques; Course Objectives; Instructional Design; Iran + Suchen Sie Ihr Suchwort? Ausland; Practicum; Praktikum; Praktika; Lehramtsstudiengang; Lehrerausbildung; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Schulische Motivation; Self-esteem; Selbstaufmerksamkeit; Klassenführung; Lesson concept; Lessonplan; Unterrichtsentwurf
Abstract	This study was an attempt to evaluate practicum courses at Farhangian University. Since practicum is a significant component of teacher education which links theory to practice and prepares student-teachers for their work, this study was intended to explore the extent to which (1) the practicum objectives stated in the 'Curriculum Document of TEFL' at Farhangian University were actualized, (2) the students' language teaching profession needs were fulfilled, and (3) the participants were satisfied with the courses. To this end, based on the data gathered from interview, focus-group discussion and the University documents, a questionnaire was developed and administered to 144 student-teachers and mentors. Findings revealed that although the courses were relevant to the student-teachers' occupational needs, and improved participants' motivation, self-confidence, and class management skills, they failed to fulfill a number of their needs and course objectives to a considerable degree. Findings also indicated that the way courses implemented in practice was not satisfactory. The findings are discussed and some implications are provided for student-teachers, EFL teacher educators, and syllabus designers. (As Provided).
Anmerkungen	Urmia University Press. Faculty of Literature and Humanities, Urmia, 165, Iran; Tel: +98-44-32752741; Fax: +98-44-32752746; e-mail: info@urmia.ac.ir; Web site: http://ijltr.urmia.ac.ir/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01