distance pre-service teachers’ perceptions of the effectiveness of their pedagogical courses in...
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TRANSCRIPT
Distance pre-service teachers’ perceptions of the effectiveness of their pedagogical courses in
preparing them for their practicum
By Asst. Prof. Belgin AYDINAnadolu University TURKEY
Organization Introduction Expectations for teachers Teacher Education Programs The perspectives of preservice teachers Aim of the study Aims of the courses Methodology Subjects Instrument Results and Discussion Pedagogical Implications
The Debates on Teacher Education
Programs
They often fail to give the pre-service teachers the tools they need to develop a sustainable practice
They include difficulties in helping pre-service teachers in carrying out the theoretical knowledge into the practical classroom contexts.
They require too many unnecessary beurocratic regulations and discourage trainees to do this profession.
The importance of pre-service teachers’
perceptions
they reveal multidimensional aspects of teaching when carefully designed,
their evaluations of instruction are valid and reliable,
their feelings of preparedness are an important indicator of their motivation and success
Aim of the study
Getting the pre-service teachers’ perspectives of the effectiveness of the pedagogical courses in preparing them for the actual practicum process in the curriculum renewal process.
Pedagogical Courses
School Experience (1st year) ELT Methodology (3rd year) Approaches in ELT (3rd year) Teaching English to Young
Learners (3rd year) Skills Teaching (4th year) Practicum (4th year)
School Experience
To provide students with the opportunity to explore the field of teaching by making observations on various aspects and gain knowledge and awareness related to school issues.
English Language Teaching Methodology
To have the students gain some insights into ELT classroom practice and to inform them on the issues of current concerns such as;
roles and responsibilities of teachers and students,
designing curricula, planning classroom procedures, developing teaching materials, managing interactive learning, assessing
Approaches in ELTTo inform students about many different language teaching methods and shed light on actions and thoughts, namely, principles that are used in language classrooms.
Grammar Translation Method, Direct method, Silent way, Suggestepodia, Total Physical Response, Communicative Language Teaching, Task based approach, Cooperative Language Teaching
Teaching English to Young Learners
To make students aware of the basic terminology, provide knowledge and background information about children between the ages of 5-11 considering their physical, psychological, emotional and cognivite characteristics.
Skills TeachingTo engage teacher trainees in a process of continual professional development. In this respect, the course offers guidance on how the teacher trainees explore principles related to language areas, like vocabulary, grammar, and language skills, like listening, speaking, etc. Further, the students are guided in the application of different techniques in the light of this background knowledge. The students are also encouraged to experiment with different techniques in their teaching.
Practicum
Micro Teaching Macro Teaching
Subjects
900 forth year preservice teachers attending a Distance English Language Teacher Training (DELT) program
Instrument
A questionnaire which courses you took were
effective in preparing you for the actual classroom during your practicum process?
on which aspects of teaching these courses were more effective in the real classroom?
RESULTS
1. Which courses students took in their 3rd and 4th year education were effective in preparing them for the actual classroom during their practicum process ?
(5)very helpful (1)not helpful at all
School Experience ELT Methodology Approaches in ELT Teaching English to Young Learners Skills Teaching Practicum
School Experience
17.2
37.3
28.5
9.3
4.9
2.8
C1
ELT Methodology
20.8
43.8
24.8
5.9
1.5
3.3
C2
Approaches in ELT
26,0
41,5
20,7
6,61,53,6
C3
Teaching English to Young Learners
24,6
37,2
20,9
7,7
4,6
4,8
C4
Skills Teaching
12,2
19,8
26,7
19,8
19,4
,2,1
C5
Practicum
47,2
36,0
10,9
2,8
2,3
,0.7
C6
Prac
ticum
Appr
oach
es in
ELT
Met
hodo
logy
TEYL
Scho
ol E
xper
ienc
e I
Skills
Tea
chin
g
0
10
20
30
40
50
60
70
80
90
Table 1. Usefulness of the Courses
2. On which aspects of teaching these courses were more effective in the
real classroom ? interaction with the students motivating students involving students to the class activities nominating students dealing with problematic students lesson preperation using various teaching techniques using the board efficiently managing their time dealing with noise using classroom language efficiently making necessary decisions during teaching cooperation with mentor teachers
Less
on P
repe
ratio
n
Nom
inat
ing
Ss
Inte
ract
ion
with
Ss
Invo
lvin
g S
s
Tim
e M
anag
emen
t
Coo
pera
tion
with
Men
tors
Cla
ssro
om L
angu
age
Boa
rd U
se
Usi
ng T
echn
ique
s
Mot
ivat
ing
Ss
Dec
isio
n M
akin
g
Dea
ling
with
Noi
se
Dea
ling
Pro
blem
atic
Ss
0
10
20
30
40
50
60
70
80
90
Table 2. Effects on the Fields
IMPLICATIONS
Raising pre-service teachers’ consciousness Providing more guidance for the distance
education students Encouraging the alternative ways of
planning Encouraging “unplanned” teaching Including cases into class discussions Use of videotaping