Effectiveness of the Current EFL Practicum: Insights from University Mentors, School Mentors and English Language Majored Students at the University of Jeddah

Autor/in	Alnajami, Mai Lutfi
Titel	Effectiveness of the Current EFL Practicum: Insights from University Mentors, School Mentors and English Language Majored Students at the University of Jeddah
Quelle	In: International Journal of Psycho-Educational Sciences, 7 (2018) 3, S.47-55 (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2325-775X
Schlagwörter	English (Second Language); Second Language Instruction; Practicums; Majors (Students); Foreign Countries; Program Effectiveness; Preservice Teacher Education; Preservice Teachers; Language Teachers; Pedagogical Content Knowledge; Teaching Skills; Mentors; Saudi Arabia + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Practicum; Praktikum; Praktika; Ausland; Lehramtsstudiengang; Lehrerausbildung; Language teacher; Sprachunterricht; Pädagogische Kompetenz; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Saudi-Arabien
Abstract	The overall purpose of this research was to assess the effectiveness of the teaching practicum for English language majored students in the Saudi EFL context, mainly the University of Jeddah, Faculty of Education. To recruit the study participants, the researcher adopted a non-random sampling technique where the focus is to select information-rich cases for in depth study, which are likely to illuminate the questions under study and for the most effective use of limited resources. The data for this research study were collected using qualitative data method including, mainly, interviews which provided insights into the effectiveness of the teaching practicum for English language pre-service teachers in the Saudi EFL context, mainly, the University of Jeddah, Faculty of Education. it was clear that essential contextual and pedagogical knowledge for English language teaching was improved during the practicum. They placed a higher importance on pedagogical knowledge and contextual knowledge as well as subject matter knowledge. It was indicated that English language teaching methodologies taught at university can be reinforced through the teaching practice during the practicum. the school mentors made their decisions based on the submitted lesson plans, and through discussion as well as observing pre-service teachers while teaching in the classroom. The school mentors provided support for the English language majored students to develop knowledge essential for becoming English language teachers. The university mentors, on the other hand, were more interested in seeing how the pre-service teachers adapted the knowledge they had acquired at university to school teaching, particularly the knowledge gained in the English Language Teaching methodology courses. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01