In any teacher education program, the attention is always paid to the quality of feedback provided in the practicum courses as the cornerstone to improve future teachers’ teaching performance. This includes the type of feedback provided by practicum supervisors, the timing and frequency of the feedback and the way of giving feedback. This study examines the perceptions of pre-service teachers studying at Bahrain Teachers College (BTC), University of Bahrain, about the quality of feedback received from their practicum supervisors. It also aims to find out to what extent pre-service teachers are familiar with the concept of feedback and which type (s) of feedback they prefer in improving their teaching practice. A quantitative and qualitative research method was used to answer the research questions. Data were collected using a questionnaire with closed and open-ended questions for pre-service teachers who were taking TCPB 426 Teaching Practice 4 & Seminar course. The findings revealed that the participants demonstrated good level of awareness of the concept of feedback in addition to clear understanding of the role feedback plays in professional development. The quality of the feedback received from their supervisors was reported to be clear, straightforward and helpful in improving teaching performance. The findings could help in improving the quality of feedback by considering student teachers’ needs and suggestions as well as in assisting supervisors, as decision makers, in making essential modifications to provide student teachers with more effective and constructive feedback.
This research examined the work-based component of teacher training for the upper primary school phase at the University of Namibia by studying the varying roles of individual members of the practicum triad which comprised the university-based teacher educator, the school-based support teacher and the student teacher. This ethnographic study, which used a range of instruments such as participant or non-participant observations, in-depth interviews and content analysis, managed to establish the perceptions of the triad members about the effectiveness of their work integrated learning and also identified the facets of the work environment most effective in supporting trainee teachers throughout work-based practicum. This study thus posits that the teaching training agenda be aligned to expose teacher trainees the realities of teaching and other related professional activities through the development of sustainable norms and a continuum of realistic practicum partnerships which effectively respond to the need for higher education institutions to produce employable, work-ready graduates. The study revealed that there is an information gap pertaining to the roles of the individual members of the practicum triad. Despite the fact that the guidelines clearly spell out the responsibility of each party, the guidelines are seldom followed by the three different parties. This study therefore recommends that university and partnership schools should collectively work on challenges, misconceptions, mistrusts, and to iron them out. The university and schools should develop ways of ensuring that pre- and post-lesson conferences become part of assessment to encourage the triad to convene them more regularly. The study recommends that time spent on School-based studies be significantly increased to ensure that students receive sufficient work-based learning [WBL]. The current state of SBS is by far inadequate.
Investigating the Use of L1 in L2 Classrooms: An Action Research Project in Teaching Practicum (Published)
Introducing Action Research concept to student teachers and involving them into a process of conducting a selected action research project during their teaching practicum experience is one of my priorities when teaching Practicum 2 Course in order to help student teachers comprehend the complexities of the world of profession and offer opportunities to increase effective pedagogical practices. To achieve this objective, I selected an issue that was nominated by 12 student teachers as causing a problem on their practice and their pupils’ learning. The selected issue is about the use of L1 in L2 classroom. To investigate the issue, I designed three research instruments which distributed by student teachers to collect data from a sample of 20 EFL teachers and 320 pupils from 12 classrooms in 6 public intermediate schools in Almadinah city, KSA. I analised the data and shared the findings of the project with student teachers who made future decisions regarding their L2 teaching practices and reflected upon how action research developed their recognition of the investigate issue.
The purpose of this study is to identify through the practicum course the desirable characteristics of the effective student teacher who is going to teach English as a foreign language as perceived by English language teacher trainer (the researcher), fellow student teachers, and the practicum supervisor. It involved a total of 103 female student teachers divided to 48 student teachers in fall semester and 55 in spring semester. Data was collected through observation and filling out a questionnaire, class log, evaluation performance and interviews. Although these student teachers taught at least twenty hours a week on average and often took on additional responsibilities which shows a giving rise to anxiety among some participants, it has led to greater self-awareness and increased confidence in participants’ own ability and expertise, and an endorsement of their teaching style and practice. Furthermore, the challenges that these teachers faced were teaching methods, high-stakes testing, their language proficiency and ways to motivate their students to learn English.