TEACHING PRACTICUM OF AN ENGLISH TEACHER EDUCATION PROGRAM IN VIETNAM: FROM EXPECTATIONS TO REALITY

Teaching practicum is very essential in the process of learning how to teach, so it should be paid great attention by not only teacher education program designers but also implementators. The paper reports a study on the efficiency of teaching practicum which has been conducted at Public University (pseudonym) in Vietnam. The research employed qualitative approach, and semi-structured interviews were used as the instrument for the data collection. Findings reveal that the implementation of the teaching practicum did not provide student teachers with sufficient chances to develop their teaching skill efficiently. Inappropriate method of implementing the teaching practicum, loose cooperation between the university and high schools, and insufficient support are major issues that caused the teaching practicum to be ineffective. Peer mentoring and a more suitable method of implementing the internship are recommended solutions to improve the effectiveness of the teaching practicum in the English Teacher Education Program at Public University in particular and other English teacher education programs in Vietnam in general.Keywords: Educational program, peer mentoring, teacher education, teaching practicum, teaching skills, VietnamCite as: Vo, T.K.A., Pang, V., & Kean Wah, L. (2018). Teaching practicum of an English teacher education program in Vietnam: From expectations to reality. Journal of Nusantara Studies, 3(2), 32-40. http://dx.doi.org/10.24200/jonus.vol3iss2pp32-4

PRE-SERVICE TEACHERS’ CORRECTIVE FEEDBACK IN ORAL INTERACTION: A COMPARISON OF MICROTEACHING AND TEACHING PRACTICUM

The purpose of this research was to find out the type of corrective feedback used by the pre- service teacher and the differences of teacher’s corrective feedback in microteaching and in teaching practicum. The method of this research was descriptive analysis. The researcher describes the data that has been a transcript, analyzes them and compare the data. The data were taken from observation in microteaching and in teaching practicum, and from the interview. From the research, it can be concluded that the pre-service teacher used four types of corrective feedback in microteaching; they were explicit, recast, clarification request and repetition. While in teaching practicum the pre-service teacher used five types of corrective feedback, they were explicit, recast, metalinguistic request, elicitation, and repetition. It canbe seen that types of corrective feedback used by the pre-service teacher were different both in microteaching the pre-service teacher mostly used recast while in teaching practicum the pre-service teacher mostly used elicitation. There were three reasons why the correctivefeedback different both in microteaching and in teaching practicum; 1) The students in microteaching were the pre-service teacher’s classmate while in the teaching practicum were the real student. 2) In microteaching time as the preparation to teach in the real classroomwhile in teaching practicum as the time to teach real. 3) In microteaching the pre-service teacher in a short time while in teaching practicum the pre-service teacher in a long time. Keywords: oral corrective feedback, pre-service teacher, microteaching and teaching practicu

Learning to Teach: A Case Study of Student Teachers’ Practicum and Policy Recommendations

This qualitative case study was conducted to gather information on the implementation of teaching practicum in order to improve the quality of the program in an English teacher education program at a state-owned university, Jambi, Indonesia. Information was gathered from five recent teacher graduates, five beginner teachers, five school principals, and five teacher educators on their perceptions of English Foreign Language Teacher Education Program (EFLTEP) graduates as beginner teachers. This qualitative study employed a background survey, document analyses and interviews for data collection. Document analyses were used to examine the aims and content of the English teacher education program and official Indonesian English teacher education curriculum and policies. Semi-structured interviews were used to explore the main data from graduates and collect information from the beginner teachers. Interviews with principals and teacher educators were used to obtain further data and evidence about the beginner teachers’ knowledge and preparedness to teach. We organized our analysis, findings, and discussion around the implementation of teaching practicum. The analyses of the documents and texts revealed that major themes related to (1) the standards for implementing the teaching practicum in the program, (2) quality of the teaching practicum, (3) duration of the teaching practicum, (4) the roles of mentor teachers and teacher educators, and (5) selecting school partners for the student teacher practicum. Particularly, the findings indicated that teaching practicum projects undertaken during the program provided suitable but limited experience for student teachers to translate their knowledge learnt at university into the real practice of teaching at school levels. For future improvement of the program, the role of supervising teachers and teacher educators in assisting student teachers during the teaching practicum project should be a priority. The organisation and management of school–university partnerships for schools taking part in the teaching practicum require attention to maximise benefits to student teachers

Practice Field Experience Integrated in Quality Improvement of Teacher

Considering on the Indonesian Teacher and Lecturer Act, every Indonesian teacher needs to have a teacher certification. Indeed, it is a good opportunity as well as a challenge for every university, the which is conducting teacher training program, to have qualified graduates. As a qualified teacher, he must have four competencies concerning pedagogy, attitude, personal, and social. The question that may Arise is "How to have such competencies?" Of course, many ways can be done. However, improving the quality of teaching practicum is one of the many possibilities that can be considered. Integrated Student Community Service - Teaching Practicum (KKN-PPL) the which is combining community service and teaching practicum program itself has been developed by Yogyakarta State University (UNY) to have a better models of such teaching practicum

The Progress a Pre-Service English Language Teacher Made in Her Feedback Giving Practices in Distance Teaching Practicum

As a result of the COVID-19 pandemic, teaching practicum has been conducted in online learning settings in Turkey, which, in return, has made pre-service English language teachers do their practicums online. The lack of research into the effect of distance teaching practicum on pre-service English language teachers’ practices of giving feedback prompted the researcher to carry out this research. This instrumental case study aims to investigate the changes in a pre-service English language teacher’s feedback giving practices in the English lessons she taught in the distance teaching practicum and her views about how the distance teaching practicum affected her skills of providing feedback. The results obtained from the analysis of the data collected from the researcher’s notes on the pre-service English language teacher’s provision of feedback in the four online lessons she taught, post-lesson telephone interviews and end-of-study semi-structured interview indicated her teaching experiences helped her make a considerable progress in her skills in giving effective feedback. The findings pointed to the significance of distance teaching practicum in developing pre-service English language teachers’ feedback giving practices