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EFL Teachers’ Conceptions of Professional Development during the Practicum: Retrospective Perceptions and Prospective Insights
Asian-Pacific Journal of Second and Foreign Language Education ( IF 1.5 ) Pub Date : 2020-04-21 , DOI: 10.1186/s40862-020-00084-0
Mozhgan Aghabarari , Mehrak Rahimi

The current study probes into English as a Foreign Language (EFL) teachers’ conceptions of their professional development during practicum course. The study merits a mixed methods approach and has utilized both quantitative and qualitative data gathering and analysis. To gather quantitative data, 100 EFL teachers were asked to complete a questionnaire that measured their retrospective perceptions of the role of practicum in their professional development. To gather qualitative data, 20 student-teachers (STs) of Teaching English as Foreign Language (TEFL) were asked to write narrations while they were taking part in their practicum courses for two years. The results of quantitative data analysis revealed that the participants had roughly positive retrospective perceptions of the practicum course and its role in their professional development. It was also found that novice teachers (with 1-5 years of experience), those participants whose practicum course lasted longer (two semesters or longer), and those who had taken part in the practicum after teacher education curriculum change had more positive perceptions of the practicum course . The result of qualitative analysis revealed that STs were generally satisfied with the content, methodology and assessment of the practicum. They reported certain challenges they faced during the practicum including relation with cooperating teachers and their supervisors’ strictness. They also believed that the practicum helped them expand their pedagogical insights on EFL theories and practices, although they needed help on certain issues including assessment of students’ learning.

中文翻译:

实习期间EFL教师的专业发展观:回顾性认识和前瞻性见解

本研究探讨英语作为外语(EFL)教师在实践课程中对其专业发展的构想。该研究值得采用混合方法,并利用了定量和定性的数据收集和分析。为了收集定量数据,要求100名EFL教师填写一份调查表,以衡量他们对实习在专业发展中的作用的回顾性看法。为了收集定性数据,要求20名以英语作为外语教学(TEFL)的学生教师(ST)在参加为期两年的实践课程时撰写旁白。定量数据分析的结果表明,参与者对实践课程及其在专业发展中的作用具有大致正面的回顾性看法。我们还发现,新手教师(具有1-5年的经验),实践课程持续时间更长(两个学期或更长时间)的参与者以及在教师教育课程变更后参加实践的参与者对课程有更积极的认识。实践课程。定性分析的结果表明,科学技术人员对实习的内容,方法和评估普遍感到满意。他们报告了实习期间他们面临的某些挑战,包括与合作老师的关系以及他们的上司的严格度。他们还认为,尽管他们在某些问题上需要帮助,包括评估学生的学习,但该实践帮助他们扩大了对EFL理论和实践的教学见解。那些实践课程持续时间更长(两个学期或更长时间)的参与者,以及那些在教师教育课程变更后参加了实践的参与者对实践课程有更积极的认识。定性分析的结果表明,科学技术人员对实习的内容,方法和评估普遍感到满意。他们报告了实习期间他们面临的某些挑战,包括与合作老师的关系以及他们的上司的严格度。他们还认为,尽管他们在某些问题上需要帮助,包括评估学生的学习,但该实践帮助他们扩大了对EFL理论和实践的教学见解。那些实践课程持续时间更长(两个学期或更长时间)的参与者,以及那些在教师教育课程变更后参加了实践的参与者对实践课程有更积极的认识。定性分析的结果表明,科学技术人员对实习的内容,方法和评估普遍感到满意。他们报告了实习期间他们面临的某些挑战,包括与合作老师的关系以及他们的上司的严格度。他们还认为,尽管他们在某些问题上需要帮助,包括评估学生的学习,但该实践帮助他们扩大了对EFL理论和实践的教学见解。那些在教师教育课程变更后参加实习的人对实习课程的看法更为积极。定性分析的结果表明,科学技术人员对实习的内容,方法和评估普遍感到满意。他们报告了实习期间他们面临的某些挑战,包括与合作老师的关系以及他们的上司的严格度。他们还认为,尽管他们在某些问题上需要帮助,包括评估学生的学习,但该实践帮助他们扩大了对EFL理论和实践的教学见解。那些在教师教育课程变更后参加实习的人对实习课程的看法更为积极。定性分析的结果表明,科学技术人员对实习的内容,方法和评估普遍感到满意。他们报告了实习期间他们面临的某些挑战,包括与合作老师的关系以及他们的上司的严格度。他们还认为,尽管他们在某些问题上需要帮助,包括评估学生的学习,但该实践帮助他们扩大了对EFL理论和实践的教学见解。他们报告了实习期间他们面临的某些挑战,包括与合作老师的关系以及他们的上司的严格度。他们还认为,尽管他们在某些问题上需要帮助,包括评估学生的学习,但该实践帮助他们扩大了对EFL理论和实践的教学见解。他们报告了实习期间他们面临的某些挑战,包括与合作老师的关系以及他们的上司的严格度。他们还认为,尽管他们在某些问题上需要帮助,包括评估学生的学习,但该实践帮助他们扩大了对EFL理论和实践的教学见解。
更新日期:2020-04-21
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