English as a Second Language teacher training practicum – exploring Polish university students’ experiences and perceptions – in search of supportive strategies
DOI:
https://doi.org/10.15584/kpe.spec.crae.2024.7Keywords:
ESL teacher training practicum, learning and professional growth, IEPTP, support and supervisionAbstract
This study examines the experiences of Polish university students during their English as a Second Language (ESL) Teacher Training Practicum. By examining the challenges and transformations they undergo, we aim to understand their journey towards becoming educators. Beyond students’ reflections, we explore strategies to improve their practicum experiences. Using the Inventory of Experiences and Perceptions at Teaching Practice (IEPTP), we evaluate key aspects: learning and professional growth, socialisation in professional settings, socio-emotional facets, support and supervision, and vocational development. The research highlights shifts in perceptions, emphasising areas like vocational and professional development. It suggests strategies to enhance learning and support for student teachers, emphasising the crucial role of supervisors. The findings guide institutions in refining teacher training and ensuring students become adept ESL educators.
References
Akuamoah-Boateng C., Sam-Tagoe J., Distance teacher trainee perception of teaching practice mentors at the university of Cape Coast, Ghana, „Advances in Social Sciences Research Journal” 2018, 5(8), https://doi.org/10.14738/assrj.58.4931.
Alnwaiem A.F., Alazemi A.M., Problems of female preservice Kuwaiti English language teachers during the practicum course, „Journal of English Language Teaching and Applied Linguistics” 2021, 3(13), https://doi.org/10.32996/jeltal.2021.3.13.1.
Arshavskaya E., Complexity in mentoring in a pre-service teacher practicum: a case study approach, ”International Journal of Mentoring and Coaching in Education” 2016, 5(1), https://doi.org/10.1108/ijmce-07-2015-0021.
Borko H., Whitcomb J., Liston D., Wicked problems and other thoughts on issues of technology and teacher learning, „Journal of Teacher Education” 2009, 60.
Burn K., Hagger H., Mutton T., Everton T., Beyond concerns with self: sophisticated thinking of beginning student teachers, „Journal of Education for Teaching” 2000, 26.
Caires S., Almeida L., Teaching Practice in Initial Teacher Education; its impact on student teachers’ professional skills and development, „Journal of Education for Teaching: International Research and Pedagogy” 2005, 31.
Dean J., Beginning Teaching in the Secondary School, Buckingham: Open University Press 1996.
Farrell T.S.C., ‘Here’s the book, go teach the class’, „RELC Journal” 2008, 39(2), https://doi.org/10.1177/0033688208092186.
Fleming D., Bangou F., Fellus O., ESL teacher-candidates’ beliefs about language, „TESL Canada Journal” 2011, 29, 1, https://doi.org/10.18806/tesl.v29i1.1088.
Flores M.A., Person and context in becoming a new teacher, „Journal of Education for Teaching” 2007.
Gan Z., Learning from interpersonal interactions during the practicum: a case study of non-native ESL student teachers, „Journal of Education for Teaching” 2014, 40(2), https://doi.org/10.1080/02607476.2013.869969.
Huong V.T., The role of schools during practicum in adapting to vietnamese education innovation, “Cypriot Journal of Educational Sciences” 2021, 16(1), pp. 01–15, https://doi.org/10.18844/cjes.v16i1.5503.
John P., The professional craft knowledge of the history teacher, „Teaching History” 1991, 64.
Mohamed M., Embi M., Teacher trainees’ use of computer-mediated tasks in teaching English as a Second Language:na preliminary study, „English Language Teaching” 2013, 6(10) https://doi.org/10.5539/elt.v6n10p166.
Mtika P., Trainee teachers’ experiences of teaching practicum: issues, challenges, and new possibilities, „Africa Education Review” 2011, 8(3), https://doi.org/10.1080/18146627.2011.618715.
Quick Q., Siebörger R., What matters in practice teaching? The perceptions of schools and students, „South African Journal of Education” 2005, 25.
Scott L.A., Gentry R., Phillips M.M., Making preservice teachers better: examining the impact of a practicum in a teacher preparation program, „Educational Research and Reviews” 2014, 9(10), https://doi.org/10.5897/err2014.1748.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 KULTURA – PRZEMIANY – EDUKACJA
This work is licensed under a Creative Commons Attribution-NoDerivatives 4.0 International License.
