What EFL Student Teachers Think about their Professional Preparation: Evaluation of an English Language Teacher Education Programme in Spain

Agudo, Juan de Dios Martínez; Dios, Juán de

doi:10.14221/ajte.2017v42n8.5

Cited by 14 publications

(9 citation statements)

References 7 publications

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“…Various specific practical areas such as techniques for teaching young learners, using technology, or managing classes were identified. These results are in line with previous studies (see, for example, Coskun & Daloglu, 2010;Faez & Valeo, 2012;Martínez Agudo, 2017;Seferoğlu, 2006) and it would seem that, from a student's point of view, programmes and courses can never be too practical. However, the theoretical underpinnings of practice are an important part of the knowledge base of teaching, and, while theoretical courses were seen as a strength of the programmes by some respondents (see also Li & Tin, 2013, cited in Copland et al, 2017, it seems likely that they fail to make the links to practice.…”

Section: Discussionsupporting

confidence: 92%

“…Far fewer studies have examined the attitudes and expectations of novice teachers who have studied locally. Moreover, the few existing studies are concentrated on a limited number of countries such as Turkey (see, for example, Akcan, 2015) and Spain (Martínez Agudo, 2017) Yet, in the context of widespread curriculum reform and the ever-increasing demand for English teachers in public state school systems, it would seem important to research whether SLTE programmes in a variety of contexts outside BANA countries prepare language teachers adequately.…”

Section: Introductionmentioning

confidence: 99%

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“This is why students feel lost when they go into teaching practice”: English Language Teachers’ Views on their Initial Teacher Education

Garton

2020

IJLTER

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The last 20-25 years have seen a significant shift in the views about what teachers need to know to be able to teach. This shift has led to new developments in the theory of second language teacher education (SLTE) and a growth in research in this area. One area of research concerns the attitudes and expectations of those learning to become teachers. While most studies in this area focus on teacher education programmes in BANA countries, this article looks at data from student teachers studying in Russia and Uzbekistan. The study employed a quantitative and qualitative research design, using a researcher-designed on-line questionnaire. Through snowball sampling, data from 161 students and recent graduates in the two countries were collected, analysed, and compared to investigate the content of SLTE programmes. The study identified what the novice teachers felt were the strengths and weaknesses of their programme, and what changes they would like to see. Results showed that while the respondents were mainly satisfied with their methodology, and theoretical linguistics courses, they felt the need for more practice, both teaching and language practice. The data also revealed that, in Uzbekistan in particular, the idea of global English struggles to take hold as native-speaker models remain the norm. The implications of the study underline the need for SLTE to explicitly link theory to practice and to promote the idea of varieties of English, rather than focus on native-speaker norms.

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Section: Discussionsupporting

confidence: 92%

Section: Introductionmentioning

confidence: 99%

“This is why students feel lost when they go into teaching practice”: English Language Teachers’ Views on their Initial Teacher Education

Garton

2020

IJLTER

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“…In addition to general-evaluation and performance improvement practices, we found both industry-specific content knowledge and knowledge of Thai cultural norms imperative to this evaluation project. While almost no previous research studies have been published in the area of developing individuals' capacity to teach English as a second language (ESL), a few context-specific evaluation studies do exist (de Dios Martinez Agudo, 2017). Specifically, we reviewed other evaluations of other teaching English as a foreign language (TEFL) training methods (Aliakbari & Ghoreyshi, 2013;de Dios Martinez Agudo, 2017;Karimnia & Kay, 2015), workplace learning methods (Kennedy, 2006;Manuti, Pastore, Scardigno, Giancaspro, & Morciano, 2015), and the evolution of ESL educational technology teaching strategies (Nomass, 2013).…”

Section: Theory Applied In Practicementioning

confidence: 99%

“…While almost no previous research studies have been published in the area of developing individuals' capacity to teach English as a second language (ESL), a few context-specific evaluation studies do exist (de Dios Martinez Agudo, 2017). Specifically, we reviewed other evaluations of other teaching English as a foreign language (TEFL) training methods (Aliakbari & Ghoreyshi, 2013;de Dios Martinez Agudo, 2017;Karimnia & Kay, 2015), workplace learning methods (Kennedy, 2006;Manuti, Pastore, Scardigno, Giancaspro, & Morciano, 2015), and the evolution of ESL educational technology teaching strategies (Nomass, 2013). We drew upon Karakas's (2012) descriptions of the main components of TEFL, which include linguistic competence, pedagogy, and general teaching practices, to guide some of the evaluation item design.…”

Section: Theory Applied In Practicementioning

confidence: 99%

A Systematic Evaluation Process: Soliciting Client Participation and Working in a Cross-Cultural Context

Peters

Giacumo

2019

Perf. Improv.

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A systematic evaluation process helps performance improvement practitioners organize their work with clients to deliver valued results. Further, we implemented a strategic partnership approach to solicit client participation to conduct a feasible systemic training evaluation project. In this article, we share our experience and recommendations for performance improvement practitioners who work in cross‐cultural evaluation‐project contexts.

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“…On the other hand, a curriculum of language teacher education should focus on both linguistics and pedagogical practice (Coskun & Daloglu, 2010;Martinez, 2017;Moradkhani et al, 2013). They investigated that a teacher education program which its curriculum can't accommodate and balance the theory and practice will obviously lead to ineffective and boredom during its process.…”

Section: Introductionmentioning

confidence: 99%

Examining an English as a Foreign Language Teacher Education Program (EFLTEP)’s Curriculum: A Case Study in an Indonesian University

Sulistiyo¹,

Wiryotinoyo²,

Wulan³

2019

EUROPEAN J ED RES

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This study aims to examine the English as A Foreign Language Teacher Education Program (EFLTEP)'s curriculum of one state university in Jambi Province, Indonesia. This research employed a qualitative research design with case study involving 8 participants comprising of 4 beginner teachers and 4 teacher educators. This study used document analysis and interview as its instruments of data collection. The data revealed that beginner teachers perceived they need more practical aspects of pedagogicalrelated courses than theoretical aspects of teaching. Furthermore, a number of courses were overlapped and need to be redesigned, teaching and learning in large classes seems to be a crucial barrier to the effective implementation of the curriculum in the classroom, and the duration of the EFLTEP to completion is considerably longer than other pre-service teacher education programs. Based on the research findings, several recommendations have been provided. A curriculum should be able to balance the theory and pedagogical skill practice. Teachers, administrative, and other relevant stakeholders should deliberate and design the curriculum together considering other courses or credits to avoid overlapping subjects, eliciting the subjects, and integrated the similar subjects into one would be best choice to optimize the teacher education program, teachers and other stakeholders should allocate much time on Teaching English as Foreign Language (TEFL) practice and classroom management courses. At last, the curriculum should be in line with pre-service teachers' needs to better prepare them with knowledge and skills for their teaching career in the future.

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What EFL Student Teachers Think about their Professional Preparation: Evaluation of an English Language Teacher Education Programme in Spain

Cited by 14 publications

References 7 publications

“This is why students feel lost when they go into teaching practice”: English Language Teachers’ Views on their Initial Teacher Education

“This is why students feel lost when they go into teaching practice”: English Language Teachers’ Views on their Initial Teacher Education

A Systematic Evaluation Process: Soliciting Client Participation and Working in a Cross-Cultural Context

Examining an English as a Foreign Language Teacher Education Program (EFLTEP)’s Curriculum: A Case Study in an Indonesian University

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