TEACHING PRACTICUM I 

Pregrad

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

Understanding the Core Practices of the Student Teaching Practicum Within the Student Teacher/Cooperating Teacher Relationship: Constructing A Framework for the Student Teaching Practicum Using an Ethic of Care

Often considered an experience in instructional preparation for preservice teachers, the student teaching practicum is both a practical and relational experience for both the cooperating teacher and student teacher. In this qualitative study, I examine both the instructional and relational core practices cooperating teachers enact with and for their student teachers during the student teaching practicum. Informed by case study methods, I first identified core instructional and relational practices and analyzed them through two texts: Mary Kennedy’s Parsing the Practice of Teaching (2016) and Nel Noddings’s Caring and Moral Education (2008, 2013). Using grounded theory, I then constructed a framework for the student teaching practicum, to inform the ways the cooperating teachers supported student teachers, both instructionally and relationally. This framework stresses the importance of context, emotion, and caring in addition to the practical within the student teaching dynamic. Through semi-structured interviews of seven participants (four teachers and three student teachers) during the student teaching practicum, I identified the effects the role of caring (enacted by the cooperating teachers) on the participants and the practicum as a whole. It is in this space that power, collaboration, and collegiality were challenged and reimagined. The findings of this study build upon the ways cooperating teachers support student teachers, both pedagogically and relationally, provide a framework that teacher educators could use to inform the student teacher/cooperating teacher dynamic, and explore the role of caring in learning to teach. Implications for teacher educators and teacher educations programs suggest how the student teaching practicum should be structured or modified to address the relational and caring components of it

How Can the Construction of a Scrapbook Increase Seventh Graders’ Intrinsic Motivation in an EFL Public Institution?

ABSTRACT: This action research was aimed at increasing seventh graders’ intrinsic motivation through the construction of a scrapbook at a public institution in Bello. Data was collected through a journal, self-assessments, a questionnaire, scrapbook entries made by the students, and an interview to the teacher. Data analysis showed the potential effectiveness of this strategy because of the creative process implied in it, the memories that students can bring when building it, and the involvement in their learning process. It would be interesting to see the results of this same strategy throughout a whole school year to be submitted as a final project, or in smaller EFL courses

“Being on the same boat”: PIBID AND TEACHING PRACTICUM AS ENHANCEMENT FOR a TEACHER EDUCATORS’ LEARNING

Research on PIBID indicates it has fostered changes in the way participants are becoming teachers (CASTELA, 2013b; MATEUS; EL KADRI; SILVA, 2013; RIBEIRO; CASTELA; JUSTINA, 2013). However, little has been said about teacher´s educator’ learning in this context. Thus, in this paper, I describe the general contributions of participating and writing about PIBID for my own personal development, as the very product of my participation in the program while articulating PIBID and Teaching practicum.

Unraveled Fall 2012

The Fall 2012 issue of Unraveled contains articles on the launch of Southern\u27s institutional repository Knowledge Exchange, Professor Ruth WilliamsMorris\u27s presentation at the Society for Neuroscience research convention, a pictorial directory of the December 2012 education and psychology graduates, and features on new faculty and alumni.https://knowledge.e.southern.edu/edpsych/1014/thumbnail.jp