Preparing Pre-service English Language Teachers for Classroom Realities: Strengthening Their Competence in Instructional Materials

Tekir, Serpil; Akar, Hanife

doi:10.14689/ejer.2020.86.10

Cited by 4 publications

(5 citation statements)

References 10 publications

(11 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In the same vein, many researchers have demonstrated that the effectiveness of the language program hinges on the teaching materials, indicating that they even instill learners' interest, curiosity, and motivation to actively engage in learning by appealing to their various learning styles. They also assist teachers in overcoming physical challenges, saving time, and supplying meaningful and useful information sources in the process of teaching (Pakkan, 1997, as cited by Batd & Elald, 2016;Işk, 2018;Olokooba, 2021;Okwelle & Allagoa, 2014, as cited by Tekir & Akar, 2020).…”

Section: Instructional Materials and Their Influence On Learners' Aca...mentioning

confidence: 99%

“…They have the goal of improving the quality of education in order to help learners in schools perform better academically (Ajoke, 2017). To that end, teachers are encouraged to choose instructional materials that are of good quality and responsive to all learners because recent research has shown that the quality of instructional materials can also impact and create a big difference in learners' learning, meaning that their achievement is also implied (Bugler et al, 2017;Armstrong, 1994;andGardner, 1993 in Tekir &Akar, 2020). Moreover, JELTL (Journal of English Language Teaching and Linguistics), 8(3), 2023 the same authors suggest that teachers should consider the disparities among students since they have quite varied needs.…”

Section: Selection Of Instructional Materialsmentioning

confidence: 99%

See 1 more Smart Citation

Instructional Materials and Their Influences on Students’ Academic Performance: A Case of Post-Basic School English Curriculum in Burundi

Irambona,

Chang’ach

2023

JELTL

View full text Add to dashboard Cite

<em>This study investigates how instructional materials affect students' academic achievement in Burundi post-basic English curriculum. This paper is a report of part of research conducted in 2023 to evaluate the instructional influences of the post-basic school English curriculum on learners’ achievement in Burundi. This study utilized a convergent parallel research design and pragmatic paradigm, supported by Communicative Language Teaching for the 21st Century and the Social Learning Theory. To gather data from 16 English teachers and 330 language learners at the post-basic school level in the second and third years in the Bujumbura Municipality, a learners’ questionnaire, teachers’ interviews, and classroom observations were used. This study employed stratified and random sampling techniques to select respondents, and the data was analyzed descriptively and thematically. The study established that learners’ textbooks were level-appropriate, with 66.5% of the respondents understanding the content of the pupil’s textbook. The investigation also demonstrated the authenticity of the activities in the learners’ textbook since the developed themes were daily life-based issues. However, it was found that the learning activities were insufficient because some themes were not fully developed. The study further demonstrated that the majority of the sampled schools had an alarming scarcity of teaching materials including textbooks, and audio and audio-visual teaching aids. This research finally revealed that instructional materials had a moderate influence on students' academic achievement (overall mean = 3.257, SD =.6901). The government is advised to provide the missing teaching and materials to facilitate the smoother teaching and learning process and enhance students’ academic performance.</em>

show abstract

Section: Instructional Materials and Their Influence On Learners' Aca...mentioning

confidence: 99%

Section: Selection Of Instructional Materialsmentioning

confidence: 99%

Instructional Materials and Their Influences on Students’ Academic Performance: A Case of Post-Basic School English Curriculum in Burundi

Irambona,

Chang’ach

2023

JELTL

View full text Add to dashboard Cite

show abstract

“…Kennedy (2020) introduces intercultural pedagogy in Chinese as a foreign one (CFL). Tekir and Akar (2020) provide English teachers training before elementary school to study real issues related to their possibility in educational work. Tanasescu et al (2018) use multilingualism, cultural differences and their management of information communications within the European Union.…”

Section: Analysis Of the Latest Researches And Publicationsmentioning

confidence: 99%

Professional Training of Future Foreign Language Teachers: Socio-Cultural Aspect

Kylyvnyk

Malyshevska²,

Pavelkiv³

et al. 2022

RREM

View full text Add to dashboard Cite

The article examines socio-cultural aspect of professional training of future foreign language teachers. The purpose of the article is to substantiate the pedagogical conditions and structural and functional model of the socio-cultural competence formation of future foreign language teachers in the system of the pedagogical college. The main task of the study is to determine the structure, criteria, indicators and levels of socio-cultural competence of future foreign language teachers and to develop a structural and functional model of formation of their socio-cultural competence and its experimental verification. The research hypothesis lies in the assumption that the effectiveness of the socio-cultural competence of future foreign language teachers in the process of professional training in the pedagogical college will increase with the implementation of the following pedagogical conditions: the use of integrated socio-cultural tasks with variable content and innovative teaching methods. The formulated structural and functional model of sociocultural competence formation among future foreign language. The author's contribution to the development of the scientific field lies in the fact, that the use of interactive teaching methods encourages students to feel like subjects of socio-cultural competence and be active participants of this process. And this subjective position contributes to the development of cognitive motivation for socio-cultural competence, which contributes to the effective acquisition of socio-cultural knowledge and the effectiveness of the socio-cultural competence formation in general.

show abstract

“…It is more effective to equip preservice teachers with competency in materials development than later expending effort and resources to train in‐service teachers (Hutchinson, 2013). Thus, providing opportunities for preservice teachers to independently develop materials should be one of the goals in teacher education programs (McGrath, 2016; Mufidah, 2019; Sinaga, 2016; Tekir & Akar, 2020).…”

Section: Introductionmentioning

confidence: 99%

“…As a teacher educator in a language teacher education program at a Macau public university, the second author has often provided feedback on preservice teachers' lesson plans. More specifically, after teaching the course Teaching Reading and Writing , he realized through reflection on his teaching and assessment practices that the learning materials developed by the preservice teachers in his class required a more systematic evaluation than what he had been providing (Tekir & Akar, 2020). This was the catalyst for the present design‐based research.…”

Section: Introductionmentioning

confidence: 99%

Using a design‐based approach to develop a checklist for evaluating preservice teacher learning materials

Shieh

Reynolds

2023

TESOL Journal

View full text Add to dashboard Cite

Teacher educators drive preservice teachers' learning about teaching particularly through feedback. The learning materials produced by preservice teachers also play a crucial role in English language teacher training but may not be receiving the necessary attention in teacher education programs. Preservice teachers lack formal teaching experiences, which may result in their overemphasizing material delivery while underemphasizing material suitability. Providing teacher educators with criteria for evaluating learning materials developed by preservice teachers could aid in their providing quality formative feedback. Therefore, this study was designed to construct a research‐based contextualized evaluation checklist for learning materials. Adopting a systematic yet flexible design‐based method allowed for the integration of design and intervention to develop a solution for this targeted educational problem. The researchers adopted a three‐phase process for this study: analysis and exploration of a teacher educator's needs and extant literature on learning materials; design and construction; and evaluation and reflection. Learning materials designed by a preservice teacher were used to pilot the checklist. The results showed a need for refinement to form the final evaluation checklist. The checklist can be used by teacher educators for preservice teacher evaluation purposes or by preservice teachers as a quality check.

show abstract

Preparing Pre-service English Language Teachers for Classroom Realities: Strengthening Their Competence in Instructional Materials

Cited by 4 publications

References 10 publications

Instructional Materials and Their Influences on Students’ Academic Performance: A Case of Post-Basic School English Curriculum in Burundi

Instructional Materials and Their Influences on Students’ Academic Performance: A Case of Post-Basic School English Curriculum in Burundi

Professional Training of Future Foreign Language Teachers: Socio-Cultural Aspect

Using a design‐based approach to develop a checklist for evaluating preservice teacher learning materials

Contact Info

Product

Resources

About