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Pre-Service English Teachers’ Narrative Identity

100%
ULUM Ö. G.
Journal of Education Culture and Society
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2020
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vol. 11
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issue 1
92-101
EN
Aim. This phenomenological study probes the experiences of pre-service English as Foreign Language (EFL) teachers in the practicum process. Thus, this paper aims at bringing a light to the effects of practicum experiences of pre-service EFL teachers on their professional identity. Methods. Based upon a narrative identity method, this phenomenological inquiry examines the experiences of pre-service EFL teachers (N= 20) in their practicum. A one-shot question was directed to the informants with the aim of clarifying their personal constructs. Results. Practicum has got a significant role in education faculties all over the world. The theories applied in teaching practicum are quite common and universal. However, the practices utilised in practicum may show variations among education faculties. Further, the practicum content, and the characteristics of teacher candidates and supervisors may cause practicum to be carried out in diverse ways. The practicum aspect of pre-service teacher education is contemporarily given significant emphasis all around the world. Further, the exact theory of practicum and the desired outcomes of the related practices are relatively identical in education faculties throughout the world. Nonetheless, the practicum practices represent diversities among institutions. Yet, the characteristics and experiences of pre-service teachers may lead the practicum to be carried out in diverse ways in dissimilar contexts. Conclusion. The results of the study suggest that teacher candidates developed both positive and negative cognitive constructs during their practicum. Related implications are provided to overcome the problems encountered during practicum, as well as to suggest ways to develop EFL pre-service teachers’ practicum process. Keywords: EFL teachers, pre-service EFL teachers, practicum, narrative identity, professional identity
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PEDAGOGICAL COUPLES IN THE PRACTICUM OF A BACHELOR DEGREE IN PRIMARY EDUCATION: EDUCATIONAL INNOVATION IN THE UNIVERSITY OF BALEARIC ISLANDS

100%
Galmes-Panades A.-M., Palou-Sampol P.
Journal of Physical Education & Health - Social Perspective
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2019
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vol. 8
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issue 13
43-48
EN
Background/Objective: The education system in Spanish universities evolves continuously, especially since 2010, when the Bologna Plan was incorporated. Some changes were needed in order to improve the quality of the practicum, which is a crucial subject on the academic program for the primary education bachelor. This investigation shows a pilot experience, and the aim of this study is to design a new approach of the practicum in the Primary Education Bacherlor’s Degree in the University of the Balearic Islands (UIB). Methods: 8 university teachers from the department of physical education (PE), 22 school PE teachers from 17 different schools and 44 students participated in this project. The practicum had a duration of 8 weeks, and the whole project a duration of 1 year. The innovation aspects are the pedagogical couple methodology, the participation of the students in the evaluation process and the type of homework students did. During the whole period there were internal and external evaluations to detect which measures worked and which did not. Results: The use of pedagogical couples, with a combined auto-evaluation, co-evaluation and hetero-evaluation, and the type of documents students had to produce as homework are the three pillars of the project, which has had good results in satisfaction and learning according to university teachers, school teachers and students. Conclusions: The results from this pilot project were positive, with a high level of satisfaction from the students, school teachers and university teachers. Students improved their knowledge working with the pedagogical couple system, and the homeworks students did were more motivating than in the past.
3
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ZNACZENIE PRAKTYK W ROZWIJANIU KOMPETENCJI NAUCZYCIELSKIEJ – PERSPEKTYWA PRAKTYKANTA I MENTORA

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Siek-Piskozub T., Jankowska A.
Neofilolog
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2015
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issue 44/2
209-220
EN
Teaching practice is an important stage in prospective foreign language teacher development. It is an opportunity for reflection on the teaching process as well as for (self) evaluation of one’s teaching competence. Trainees approaching their practicum should be prepared by their educational institutions for the challenges they may face in a real school context. In the article we report on two studies undertaken to obtain an insight into the practicum from the trainee perspective and from the school-based mentor perspective in the hope of identifying areas which require improvement. Descriptions of the design of the two studies and the analyses of their results are preceded by a discussion of the importance of reflection on foreign language teacher competence and the place of practicum in the development of competence.
4
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Vnitrofakultní jazyková škola jako doplněk pedagogické praxe

72%
Gráf T.
Studie z aplikované lingvistiky - Studies in Applied Linguistics
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2021
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vol. 12
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issue 1
20-34
CS
Studie představuje inovativní projekt vlastní vnitrofakultní jazykové školy, která na FF UK slouží jako doplněk pedagogických praxí v přípravě učitelů anglického jazyka. Mapuje její čtyřletou existenci, detailně popisuje její vznik, strukturu, vedení a principy práce se studenty didaktiky angličtiny, kteří na škole vyučují. Dále poskytuje výsledky kvalitativního rozboru dotazníkového šetření, jehož se zúčastnilo třináct studentů učitelství zapojených do projektu. Ti hodnotili přínos projektu pro svou vlastní učitelskou přípravu a nejrůznější aspekty práce v jazykové škole, jako např. smysl vzájemných hospitací, zhodnocení dosaženého pokroku sebe i svých studentů, zhodnocení problematických aspektů i srovnání projektu se standardní pedagogickou praxí. Vysoké hodnocení všech aspektů projektu studenty, lektory i vedením FF UK ukazuje, že projekt vlastní jazykové školy představuje unikátní příležitost doplnění běžných pedagogických praxí o simulaci skutečné školy organizované ve vlastních prostorách. Studie může sloužit i jako návod k vedení podobných projektů na jiných fakultách připravujících budoucí učitele.
EN
The study presents an innovative project of a faculty’s own on-the-premises language school which supplements the compulsory practicum in the preparation of English language teachers at the Faculty of Arts, Charles University. It maps its four-year existence, detailing its development, structure, management and principles of working with students of English didactics who teach at the school. It also provides a qualitative analysis of a questionnaire survey completed by thirteen teachers participating in the project, who evaluated the contribution of the project for their own teacher training and the various aspects of the work at the school, such as the contribution of peer observations, the assessment of progress made by themselves and by their students, the assessment of the projects’ problematic aspects and the comparison of the project with the standard practicum. The high evaluation of all aspects of the project by the students, teachers and the management of the Faculty of Arts shows that the project of a faculty’s own language school is a unique opportunity to complement the standard practicum with a simulation of a real school organized in its own premises. The study can easily serve as a guide to running similar projects at other faculties preparing future teachers.
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ZASTOSOWANIE BLOGA WE WSPIERANIU REFLEKSJI STUDENCKIEJ PODCZAS PRAKTYK PEDAGOGICZNYCH

72%
Pitura J.
Neofilolog
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2017
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issue 48/2
253-265
EN
Implementing blogs to support student reflection during the teaching practicum
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