ABSTRACT

In the field of teacher education, self-study is often interpreted as studying by oneself. It refers to inquiries conducted by individual student teachers or groups of teachers working collaboratively to clearly understand the problems of teaching practice. Self-study has become popular in teacher education to encourage and advance student learning. Increased attention has been paid to its usefulness, yet little research provides an entire picture of how student teachers perceive it. Therefore, this study used five focus group interviews from a university in Saudi Arabia to investigate EFL student teachers’ perceptions of self-study. Interview data was compiled to reveal three representative themes of students’ self-study experience: Conducting self-study, sharing self-study with others, and learning from self-study findings. Results found that students acknowledged freedom of choice in obtaining enquiry data online, but were hesitant about sharing their creation processes of enquiries with others. Others preferred to receive guidance from a model, and some believed grades were more important than learning enhancements. It is essential to investigate students’ perceptions to obtain a more thorough understanding and allow the formulation of an effective framework implementing self-study.

抽象的

在教师教育领域，自学常常被解释为是自己学习。它是指由个别的学生教师或一组教师合作进行的查询，以清楚地了解教学实践中的问题。自学在教师教育中很受欢迎，以鼓励和促进学生的学习。人们越来越关注它的实用性，但是很少有研究提供有关学生教师如何看待它的全貌。因此，本研究使用了来自沙特阿拉伯一所大学的五次焦点小组访谈，以调查EFL学生教师对自学的看法。访谈数据经过汇总，揭示了学生自学经历的三个代表性主题：进行自学，与他人共享自学以及从自学结果中学习。结果发现，学生承认可以自由选择在线获取查询数据，但不愿意与他人共享他们的查询创建过程。其他人则倾向于从模型中获得指导，并且一些人认为分数比学习增强更为重要。必须调查学生的看法，以获取更透彻的理解，并允许制定实施自学的有效框架。