Preservice Teachers’ Reflections on English Teaching Practicum for Professional Development: A Bibliometric Analysis

Miftāḥ, Muḥammad; Basthomi, Yazid; Syahid, Abdul

doi:10.15823/p.2022.147.10

PED

2022

DOI: 10.15823/p.2022.147.10

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Preservice Teachers’ Reflections on English Teaching Practicum for Professional Development: A Bibliometric Analysis

Muḥammad Miftāḥ¹,

Yazid Basthomi²,

Abdul Syahid³

Abstract: This study examines the trends of preservice teachers’ (PSTs) reflections on English teaching practicum for professional development. The relevant studies were searched and selected from the dataset of the Scopus database for analysis. The bibliometric analysis using the VOSviewer program was executed from 1989 to 2021, split into the earlier and recent periods. Results revealed the most used keywords and words, cited authors, journals and countries, and tech-based methods of PSTs’ reflections.

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Teaching Practicum in English Language Teaching (ELT): A Systematic Review

ŞAHİN

2023

International Journal of Educational Spectrum

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As a three-handed social process including pre-service teachers, teacher educators from academia, and mentor teachers from schools of practice, teaching practicum, with its reflective and collaborative notions, has recently gained more interest in the field of English language teaching (ELT). In this regard, this systematic review aimed to find out recent research based on teaching practicum in ELT. Regarding the PRISMA guidelines and clear eligibility criteria, the review included a total of 24 research articles based on the ELT teaching practicum. Of the articles, the majority were qualitative studies and mostly conducted in EFL (English as a foreign language) contexts such as Türkiye and Indonesia. MAXQDA (v.2020) software-based content analysis was conducted to analyse data, and the findings were demonstrated via tables including themes, categories, and codes. The study concluded that teaching practicum has several professional (e.g., theoretical and practical awareness, classroom management, and reflective practice) and personal gains (e.g., positive beliefs and attitudes toward ELT, reflectivity, more interaction and communication, and self-confidence) for pre-service ELT teachers. On the other hand, the selected studies also stressed negative professional aspects (e.g., the incompatibility between theory and practice, lack of feedback, and inefficient mentoring) and personal (e.g., lack of reflectivity, adaptation problems, and lack of social contact). The review lastly included implications revealed by these studies to shed light on the issue of ELT practicum for supporting further research.

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Teaching Practicum in English Language Teaching (ELT): A Systematic Review

ŞAHİN

2023

International Journal of Educational Spectrum

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Preservice Teachers’ Reflections on English Teaching Practicum for Professional Development: A Bibliometric Analysis

Cited by 1 publication

References 39 publications

Teaching Practicum in English Language Teaching (ELT): A Systematic Review

Teaching Practicum in English Language Teaching (ELT): A Systematic Review

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