Contemporary Perspectives on Student Teacher Learning and the TESOL Practicum

Cirocki, Andrzej; Madyarov, Irshat; Baecher, Laura

doi:10.1007/978-3-030-28756-6_1

Cited by 8 publications

(4 citation statements)

References 77 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…It is therefore a dynamic and constructive process whereby contributions from participants result in the acquisition of new information based on teachers' lived realities. It rests on teachers' awareness and understanding of their schools, the teaching profession, and the various socio-political factors affecting their professional learning and pedagogical practice (Cirocki, Madyarov, & Baecher, 2019).…”

Section: Literature Review 1 Defining Teacher Autonomy and The Autono...mentioning

confidence: 99%

‘How much freedom do we have?’ The perceived autonomy of secondary school EFL teachers in Indonesia

Cirocki

Anam

2021

Language Teaching Research

Self Cite

View full text Add to dashboard Cite

This article presents the findings of a study measuring perceptions of teacher autonomy of practitioners of English as a foreign language (EFL). This study also sought to identify areas in which Indonesian secondary schools need to improve to enable teachers to enjoy a greater degree of freedom while completing teaching-related activities. Additionally, it aimed to explore correlations between practitioners’ perceptions of teacher autonomy and their gender, school location, school status and teaching experience. This was a mixed-methods study comprising a sequential explanatory design with two consecutive stages: quantitative and qualitative. The data were gathered using two instruments: a closed-ended questionnaire and a focus group. The sample consisted of 185 (74 male and 111 female) Indonesian secondary school EFL teachers, recruited using convenience sampling. The findings indicated that teachers’ sense of autonomy in relation to seven specific areas of their work was relatively high. Specifically, they perceived themselves to have a considerable amount of autonomy with respect to teaching methodology, instructional materials, course content, assessment, and, more recently, lesson planning. However, they expressed disappointment at being excluded from the decision-making process regarding the school curriculum. The findings also revealed that teachers expected more school support in relation to teaching facilities and professional development. The article concludes by considering several key implications for school management teams regarding the need to foster teacher autonomy among English language practitioners.

show abstract

Section: Literature Review 1 Defining Teacher Autonomy and The Autono...mentioning

confidence: 99%

‘How much freedom do we have?’ The perceived autonomy of secondary school EFL teachers in Indonesia

Cirocki

Anam

2021

Language Teaching Research

Self Cite

View full text Add to dashboard Cite

show abstract

“…Looking across teacher education programs more broadly, Jin (2017) conducted an impactful longitudinal study examining how completing student teaching abroad affected pre-service teachers' intercultural competence development compared to campus-based peers. Participants who undertook practicum experiences in international contexts showed significantly greater gains in intercultural awareness, attitudes towards diversity, and adaptation skills in crosscultural environments compared to those completing domestic teaching placements (Wyatt & Dikilitaş, 2022;Cirocki, Madyarov, & Baecher, 2020;Barton & Hartwig, 2017). This provides compelling evidence for the value of immersive experiential learning in developing critical professional capabilities like cultural competence (Parry & Allison, 2019;Oxlea & Ilea, 2015;Kolb, Boyatzis, & Mainemelis, 2014;Kolb, 2014).…”

Section: Competencementioning

confidence: 99%

Adaptive and Re-adaptive Pedagogies in Higher Education: A Comparative, Longitudinal Study of Their Impact on Professional Competence Development across Diverse Curricula

Vindigni

2023

ejtas

View full text Add to dashboard Cite

This study addresses concerns that traditional, lecture-based teaching methods may not sufficiently develop the integrated competencies demanded by modern professional practice. A disconnect exists between conventional pedagogy and desired learning outcomes, prompting increased interest in innovative, student-centered instructional models tailored to competence growth. Despite this, nuanced differences in competence development across diverse university curricula remain underexplored, with research predominantly relying on students’ self-assessments. To address these gaps, this study employs longitudinal mixed-methods approaches with regard to theory triangulation and investigator triangulation to better understand how professional knowledge, skills, and dispositions evolve across varied curricula and contexts. This research emphasizes adaptive and re-adaptive teaching approaches incorporating technology, individualization, and experiential learning, which may uniquely integrate skill development with contextual conceptual learning. Specific attention is paid to professional education paths like design, media, and communications degrees, where contemporary competence models stress capabilities beyond core conceptual knowledge. Results from this study aim to guide reform efforts to optimize professional competence development across diverse academic areas.

show abstract

“…English teacher education institutions in the world also expose their students to a practicum in schools [3]. This field practice is meant to have the students get to experience how the theories they learn in the English teacher education work in the classrooms.…”

Section: Introductionmentioning

confidence: 99%

English Teachers’ Personal Practical Theory During Pandemic

Munir¹

2023

Advances in Social Science, Education and Humanities Research

View full text Add to dashboard Cite

pandemic has taught English teachers to survive and thrive especially in the ways of running our English lessons. In our experiences of teaching English during this pandemic, we sometimes do not realize that we have developed our own practical theory. This study investigated the tacit awareness. Furthermore, this study explores English teachers' development of personal practical theory during pandemic Covid-19. One hundred and thirteen (113) English teachers from different educational levels in Indonesia have participated voluntarily in this study. A semi structured questionnaire asking the participants' experiences of teaching English during pandemic as well as their so-called practical theory developed during pandemic was distributed to them online. The result shows that 85% admitted developing a practical theory. The most articulated personal practical theories include game-based learning, constructivism integrated with technology, mindfulness, joyful learning, collaboration-based learning, blended-learning using WAG, and meaningful learning. There also other personal practical theories articulated not succinctly by the participants. The research concludes that English teachers have potential to be theorisers of their own practice. It is suggested that supports for English teachers' development of personal practical theories should be given by English teachers' association as well as department of education.

show abstract

Contemporary Perspectives on Student Teacher Learning and the TESOL Practicum

Cited by 8 publications

References 77 publications

‘How much freedom do we have?’ The perceived autonomy of secondary school EFL teachers in Indonesia

‘How much freedom do we have?’ The perceived autonomy of secondary school EFL teachers in Indonesia

Adaptive and Re-adaptive Pedagogies in Higher Education: A Comparative, Longitudinal Study of Their Impact on Professional Competence Development across Diverse Curricula

English Teachers’ Personal Practical Theory During Pandemic

Contact Info

Product

Resources

About