Challenges Encountered by Student Teachers in Teaching English Language during Teaching Practice in East London, South Africa

Foncha, John Wankah; Abongdia, Jane-Francis Afungmeyu; Adu, Emmanuel O.

doi:10.1080/09751122.2015.11890302

Cited by 22 publications

(26 citation statements)

References 6 publications

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“…This might occurred due to the fact that it was their first experience of the real life of teaching. This result is similar with the study by Foncha et al (2015) and Ganal et al (2015). They stated that the student-teachers indeed feeling anxious of being a beginner studentteacher.…”

Section: Discussionsupporting

confidence: 93%

An investigation of English student-teachers’ constraints during teaching internship program

Salviana

Muslem

Daud

2021

EEJ

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The teaching internship is designed to smooth the transition from teacher to student. At the same time the teaching internship assignment gives the teachers training institutions an opportunity to evaluate the students teaching capabilities. It is one of the most important components of the teacher training program. It is an opportunity for student teachers to put their theoretical studies into practice. The objective of this study is to investigate the constraints faced by student teachers during teaching internship program. The qualitative method was employed in this study. The study involved 26 students who participated in the teaching internship program in 2016/2017 session, Faculty of Teacher Training and Education, University of Syiah Kuala. Covenience sampling technique was used to select the sample. The instruments used to collect data was questionnaire. The data collected was analyzed by using Miles and Huberman’s qualitative data analysis. Based on the questionnaire the result showed that there were fourteen constraints faced by student teachers during teaching internship program. The constraints were mainly in the domains of personal, class participation, class management, instructional, emotional, adjusting to students, and supervision. As teaching practice is an important component of teachers training program, considerable attention must be given to make it more effective and fruitful. Therefore, this study suggests that the cooperation of the faculty and schools in terms of supervision need to be improved in order to optimize the outcome of the program.

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Section: Discussionsupporting

confidence: 93%

An investigation of English student-teachers’ constraints during teaching internship program

Salviana

Muslem

Daud

2021

EEJ

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“…In schools such as this, STs find it difficult to manage and control the class. In certain instances, learners know that STs are only at the school for teaching practice and as such cannot exert any authority towards them (Foncha, Abongdia and Adu, 2015). In addition, findings from the study conducted by Ngidi and Sibaya (2003) as cited in Wagenaar (2005) supports that a high level of anxiety among STs is inflicted as a negative consequence of class control problems and classroom disruptions.…”

Section: Discussionmentioning

confidence: 49%

“…They asserted that they joined the CoE without their choice. To enhance the attitude of STs, a study by Boikhutso (2013) cited in Foncha, Abongdia and Adu (2015) reminded that the teaching practice curriculum should include mechanisms that enhance the professional and personal growth of STs. It should work hard in making STs motivated, enthusiastic and independent teachers.…”

Section: Discussionmentioning

confidence: 99%

Teaching Practice Program in the College of Education – its Strengths and Challenges

Gebretinsae

Karvinen

2018

OSJ

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This research was conducted to evaluate the teaching practice program practiced every second semester in the College of Education (CoE) found in Eritrea Institute of Technology, Mainefhi. It explored the challenges and strengths of the program. To conduct this qualitative study, a questionnaire and a focused group discussion was used. A total of 104 participants (cooperating teachers, student teachers and supervisors)were selected for the study. The findings reveal that the teaching program in the CoE is practiced in a short time span with difficulties in materializing the proposed budget by the CoE and other challenges that vitiate its quality. However, the involvement of the cooperating teachers (CTs) and supervisors is satisfying. Majority of the student teachers (STs) felt that the practice plays a great role in preparing them for the teaching profession. Therefore, generally solving the budget implementation issue and the minor drawbacks of the program will definitely make it contribute a lot in producing qualified teachers. Finally, these findings are expected to mitigate the limitations of the program and raise the outcome of the practice. Besides, other initial teacher education institutes may benefit from the study findings.

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“…The process of designing a TE program that suits foreign language teachers' needs begins by knowing and analyzing the current issues and shortcomings. Teacher educators are able to meaningfully and effectively guide STs if they understand the challenges STs are faced with during teaching practice and the strategies they adopt to deal with those challenges (Foncha et al, 2015). Additionally, examining the existing issues in TE programs results in rising awareness among both teacher educators and EFL teachers about misleading language learning and teaching assumptions (Hedgcock, 2002).…”

Section: Giving Voice To the Voiceless: Probing Current Issuesmentioning

confidence: 99%

Giving Voice to the Voiceless: Probing Current Issues for Student Teachers in EFL Teacher Education Program in Iran

Karimi¹,

Alamdari²,

Ahmadian³

2021

JLE

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The present study attempted to give insight into the features of an effective English as a foreign language (EFL) teacher education program by exploring student teachers’ beliefs, ideas, and the challenges they encounter during their teacher education program. The data were collected through several semi-structured focus group interview sessions with a total number of forty-one BA, MA, and PhD students studying teaching English as a foreign language (TEFL) at university. The qualitative grounded theory design was used to analyze the data, and the findings of the study were corroborated with interpretations obtained from the informal observation of several university classes in a TEFL teacher education program in Iran. The inductive analysis of the data resulted in developing the following categories: the challenge of developing the ability to move back and forth from theory to practice, the struggle to establish a professional identity, the quest for the ‘self’, less-practiced reflective practice, and the missing connection between teacher education programs and schools. The discussion concerning the challenges and issues culminated in implications for EFL teacher education programs through which they can take the issues that student teachers normally experience into account and help them pave the way for an effective EFL teacher education program.

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Challenges Encountered by Student Teachers in Teaching English Language during Teaching Practice in East London, South Africa

Cited by 22 publications

References 6 publications

An investigation of English student-teachers’ constraints during teaching internship program

An investigation of English student-teachers’ constraints during teaching internship program

Teaching Practice Program in the College of Education – its Strengths and Challenges

Giving Voice to the Voiceless: Probing Current Issues for Student Teachers in EFL Teacher Education Program in Iran

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