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.
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