TESL STUDENT-TEACHERS’ PERSPECTIVES OF PRACTICUM PRACTICES IN A MALAYSIAN TEACHER EDUCATION INSTITUTE
DOI:
https://doi.org/10.29121/granthaalayah.v6.i2.2018.1548Keywords:
Student Teachers, Perspectives, Practicum Practices, ChallengesAbstract [English]
This study set to find out the challenges faced by TESL students at a local teacher training institute during their first practicum practices at selected Malaysian primary schools for the 2nd semester of the academic year 2017. This research is of significant value, as the 17 students- teachers’ experiences need to be made known; the findings on the transitional move from a safe protected college environment into the unknown territory of school surroundings. Each of these trainee teachers had leapt into the role of a teacher in the 21st century language class. They would each maintain daily and weekly reflective journals throughout their practicum period to document their teaching concerns and the level of confidence they put into their abilities to teach and manage their primary school students. Thematic areas are discussed in the findings. These findings are triangulated with document reports from their respective supervisors and the school teachers who mentored them. Questionnaires and interviews were conducted. This research enables to shed more lights into the areas of second language teaching in the classroom as the findings would be able to provide more support for future management and development of teacher education. Furthermore, these student-teachers could understand themselves better throughout the month-long practicum. The ability to self-monitor and self-appraise themselves are valuable skills to be acquired by these student-teachers for their personal and autonomous continuous self-assessments to become effective second language teachers.
Downloads
References
Diala, H., Ibrahim, A., Yousef A., and Ferial, A.A. (2014). Student-teachers’ Perspectives of Practicum Practices and Challenges. European Scientific Journal, 10(13), 191-214.
Etherington, M. (2009). Swapping the Boardroom for the Classroom. Australian Journal of Teacher Education, 34(4), 39-59. DOI: https://doi.org/10.14221/ajte.2009v34n4.4
Faizah, A.M. (2008). The Use of Reflective Journals in Outcome-based Education during the Teaching Practicum. Malaysian Journal of ELT Research, 4, 32-42.
Goh, P.S. and Bobbie, M. (2011). Listening to the Concerns of Student-teachers in Malaysia during Teaching Practice. Australian Journal of Teacher Education, 36(3), 12-23. DOI: https://doi.org/10.14221/ajte.2011v36n3.2
Harmer, J. (2007). The Practice of English Language Teaching (4th ed). Edinburgh: Pearson Education Limited.
Jadual 3 (2014). Ringkasan Maklumat Bagi Setiap Kursus/Modul. Institut Pendidikan Guru.
Malaysian Educational Blueprint, 2013 to 2025. (2012). Kementerian Pendidikan Malaysia.
Rodman, G.J. (2010). Facilitating the Teaching-Learning Process through the Reflective Engagement of Pre-service teachers. Australian Journal of Teacher Education, 35(2), 20-34. DOI: https://doi.org/10.14221/ajte.2010v35n2.2
Trent, J. (2010). “My Two Maseters”: Conflict, Contestation, and Identity Construction within a Teaching Practicum. Australian Journal of Teacher Education, 35(7), 1-14. DOI: https://doi.org/10.14221/ajte.2010v35n7.1
Downloads
Published
How to Cite
Issue
Section
License
With the licence CC-BY, authors retain the copyright, allowing anyone to download, reuse, re-print, modify, distribute, and/or copy their contribution. The work must be properly attributed to its author.
It is not necessary to ask for further permission from the author or journal board.
This journal provides immediate open access to its content on the principle that making research freely available to the public supports a greater global exchange of knowledge.