PROMOTING STUDENT TEACHERS' TEACHING PRACTICUM WITHIN DESIGNATED SPEAKING CLASS
Main Article Content
Abstract
This study aims at promoting undergraduate student teachers’ teaching practicum that highlights the pedagogical and teaching performance within the designated speaking class. Four senior student teachers participated in five weeks’ teaching practicum through the purposive sampling selection. The method of this study used observation, questionnaire, and teaching practicum documents to facilitate the qualitative analysis in relevance with student teachers’ teaching files, running-methods course, and classroom observations. The core practices of probing pedagogical activities engaged student teachers in intrinsic discussions explicitly and implicitly. The substantial pedagogical matters and their sub-matters were experientially derived from the relevant practicality into the common sense of instruction criteria on planning, implementation, and reflection stages. The discussion substance highlighted daily speaking performance in vocabulary, grammar, pronunciation, fluency, and content among freshmen and sophomores. This study recommends student teachers improve their theoretical and practical teaching methods by accommodating enumeration and sense-making classroom discussion.
Article Details
How to Cite
Sumekto, D. R. (2023). PROMOTING STUDENT TEACHERS’ TEACHING PRACTICUM WITHIN DESIGNATED SPEAKING CLASS. English Review: Journal of English Education, 11(3), 641-656. https://doi.org/10.25134/erjee.v11i3.8587
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Arslan, F. Y., & Ilin, G. (2018). The effects of teaching practicum on EFL pre-service teachers’ concerns. Journal of Language and Linguistic Studies, 14(2), 265-282.
Aydın, Ö & Ok, A. (2019). Mentoring practices in English language teaching practicum: Student teachers’ perspectives on cooperating teachers’ roles in the Turkish context. The Teacher Educator, 55(3), 248-266. https://doi.org/10.1080/08878730.2019.1701756
Babaii, E., Molana, K., & Nazari, M. (2020). Contributions of assessment-related critical incidents to language teacher identity development. Innovation in Language Learning and Teaching, 15(5), 442-457. https://doi.org/10.1080/17501229.2020.1824234
Barnes, T. N., Cipriano, C., McCallops, K., Cuccuini-Harmon, C., & Rivers, S. E. (2018). Examining the relationship between perceptions of teaching self-efficacy, school support and teacher and paraeducator burnout in a residential school Setting. Emotional & Behavioural Difficulties, 23(3), 284-295. https://doi.org/10.1080/13632752.2018.1461452
Becker, E. S., Waldis, M., & Staub. F. C. (2019). Advancing student teachers’ learning in the teaching practicum through content-focused coaching: A field experiment. Teaching and Teacher Education, 83, 12-26. https://doi.org/10.1016/j.tate.2019.03.007
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Deng, L., Zhu, G., Li, G., Xu, Z., Rutter, A., & Rivera, H. (2018). Student teachers’ emotions, dilemmas, and professional identity formation amid the teaching practicums. Asia-Pacific Education Researcher, 27(2), 441-453. https://doi.org/10.1007/s40299-018-0404-3
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Feri, F., Grifoni, P., & Guzzo, T. (2020). Online learning and emergency remote teaching: Opportunities and challenges in emergency situations. Societies, 10(4), 1-18. https://doi.org/10.3390/soc10040086
Gonzalez, D., & Louis, R. St. (2018). Online learning. In J. I. Liontas (Ed.), The TESOL encyclopedia of English language teaching (1st ed.). https://doi.org/10.1002/9781118784235.eelt0423
Gregory, J. L., Noto, L. A., & Hui, S. K. F. (2018). Attitudinal instrument development: Assessing cognitive, affective, and behavioral domains of teacher attitudes toward teaching all students. Cogent Education, 5(1), 1-12. https://doi.org/10.1080/2331186X.2017.1422679
Gürsoy, E., Korkmaz, S. C., & Damar, E. A. (2017). English language teaching within the new educational policy of Turkey: Views of stakeholders. International Education Studies, 10(4), 8-30. https://doi.org/10.5539/ies.v10n4p18
Heikonen, L., Toom, A., Pyhältö, K., Pietarinen, J., & Soini, T. (2017). Student-teachers’ strategies in classroom interaction in the context of the teaching practicum. Journal of Education for Teaching, 43(5), 534-549. https://doi.org/10.1080/02607476.2017.1355080
Jawarneh, A. Y. (2017). Improving effectiveness of mobile learning technology for use in higher education: A comparative study of the UK and Jordan. (Doctoral dissertation). Wales, United Kingdom: Cardiff Metropolitan University.
Kidd, W., & Murray, J. (2020). The Covid-19 pandemic and ıts effects on teacher education in England: How teacher educators moved practicum learning online. European Journal of Teacher Education, 43(4) 542-558. https://doi.org/10.1080/02619768.2020.1820480
Kim, J. (2020). Learning and teaching online during Covid-19: Experiences of student teachers in an early childhood education practicum. International Journal of Early Childhood, 52, 145-158. https://doi.org/10.1007/s13158-020-00272-6
Kleinknecht, M., & Gröschner, A. (2016). Fostering preservice teachers’ noticing with structured video feedback: Results of an online- and video-based ıntervention study. Teaching and Teacher Education, 59, 45-56. https://doi.org/10.1016/j.tate.2016.05.020
Kloser, M., Wilsey, M., Madkins, T. C., & Windschitl, M. (2019). Connecting the dots: Secondary science teacher candidates’ uptake of the core practice of facilitating sensemaking discussions from teacher education experiences. Teaching and Teacher Education, 80, 115-127. https://doi.org/10.1016/j.tate.2019.01.006
Krammer, G., Pflanzl, B., & Mayr, J. (2019). Using students’ feedback for teacher education: Measurement ınvariance across pre-service teacher-rated and student-rated aspects of quality of teaching. Assessment & Evaluation in Higher Education, 44(4), 596-609. https://doi.org/10.1080/02602938.2018.1525338
Lennon, S., Riley, T., & Monk, S. (2018). The uncomfortable teacher-student encounter and what comes to matter. Teaching in Higher Education, 23(5), 619-630. https://doi.org/10.1080/13562517.2018.1458711
Maaranen, K., & Stenberg, K. (2017). Portraying reflection: The contents of student teachers’ reflection on personal practical theories and practicum experience. Reflective Practice, 18(5), 699-712. https://doi.org/10.1080/14623943.2017.1323729
Machumu, H., Zhu, C., & DePryck, K. (2018). University teachers’ beliefs and constructivist teaching practices in blended learning courses in Tanzanian universities. International Journal of Knowledge and Learning, 12(2), 167-191. https://doi.org/10.1504/IJKL.2018.10013235
Masoumpanah, Z., Tahririan, M. H., Afzali, K., & Alibabaee, A. (2016). A critical needs analysis of practicum courses at Farhangian university: Mentors and students’ perspectives. Iranian Journal of English for Academic Purposes, 5(2), 60-82. https://doi.org/20.1001.1.24763187.2016.5.2.3.4
Moyo, N. (2020). Covid- 19 and the future of practicum in teacher education in Zimbabwe: Rethinking the ‘new normal’ in quality assurance for teacher certification. Journal of Education for Teaching, 46(4), 536-545. https://doi.org/10.1080/02607476.2020.1802702
Olivares, D. D., & Castillo, R. R. (2018). ICT in the classroom: Primary education student teachers’ perceptions of the interactive whiteboard during the teaching practicum. Education and Information Technology, 23(4), 2309-2321. https://doi.org/10.1007/s10639-018-9716-4
Perry, N. E., Lisaingo, S., Yee, N., Parent, N., Wan, X., & Muis, K. (2020). Collaborating with teachers to design and implement assessments for self-regulated learning in the context of authentic classroom writing tasks. Assessment in Education: Principle, Policy & Practice, 27(4), 416-443 https://doi.org/10.1080/0969594X.2020.1801576
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