In Search of Developing Practical Knowledge in Pre-Service EFL Teachers: A Proposed Model

Autor/in	Kaymakamoglu, Sibel Ersel
Titel	In Search of Developing Practical Knowledge in Pre-Service EFL Teachers: A Proposed Model
Quelle	In: Journal of Language and Linguistic Studies, 15 (2019) 3, S.1000-1010 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Kaymakamoglu, Sibel Ersel)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1305-578X
Schlagwörter	Models; Language Teachers; English (Second Language); Second Language Learning; Second Language Instruction; Teaching Methods; Microteaching; Knowledge Base for Teaching; Preservice Teachers; Feedback (Response); Peer Evaluation; Teacher Student Relationship; Preservice Teacher Education; Student Attitudes; Self Evaluation (Individuals); Reading Instruction; Listening Comprehension; Reflection; Scoring Rubrics; Lesson Plans; Foreign Countries; Turkey + Suchen Sie Ihr Suchwort? Analogiemodell; Language teacher; Sprachunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Teaching theory; Theory of teaching; Unterrichtstheorie; Teacher student relationships; Lehrer-Schüler-Beziehung; Lehramtsstudiengang; Lehrerausbildung; Schülerverhalten; Leseunterricht; Hörverständnis; Scoring formulas; Auswertungsbogen; Lesson planning; Unterrichtsplanung; Ausland; Türkei
Abstract	This study aimed to explore the ways of helping pre-service EFL (English as a Foreign Language) teachers gain and develop practical theories related to teaching EFL. For this purpose, the researcher devised a model primarily based on creating awareness on pre-service EFL teachers related to basic methodological knowledge of teaching besides their strengths and weaknesses related to their classroom practice in search of helping them to form practical knowledge needed for teaching. The model aimed to support the pre-service EFL teachers' practical knowledge construction by creating micro-teaching sessions in which they could put their theoretical knowledge into practice, feedback sessions in which they could receive teacher evaluation and peer evaluation, and engaging them into the process of self-reflection as well with the help of self-monitoring. The data were collected during 13 weeks in which every pre-service EFL teacher found 50- minute four micro-teaching session opportunities: two micro-teaching sessions for teaching reading and two micro-teaching sessions for teaching listening. 28 pre-service EFL teachers were the participants of the study. The data were collected from pre-service EFL teachers' selfevaluation reports, peer evaluation rubrics, lesson plans and teacher evaluation documents in each micro-teaching sessions in order to see the development if there was any during 13 weeks. At the end of the process, the student teachers were also asked to express their views about the process of learning and it was found that the proposed model created awareness in them about the difference between theoretical knowledge and practical knowledge. Besides, it helped their practical knowledge construction. (As Provided).
Anmerkungen	Journal of Language and Linguistic Studies. Hacettepe Universitesi, Egitim Fakultesi B Blok, Yabanci Diller Egitimi Bolumu, Ingiliz Dili Egitimi Anabilim Dali, Ankara 06800, Turkey. e-mail: jllsturkey@gmail.com; Web site: http://www.jlls.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01