Research Article
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In search of developing practical knowledge in pre-service EFL teachers: A proposed model

Year 2019, Volume: 15 Issue: 3, 1000 - 1010, 01.10.2019
https://doi.org/10.17263/jlls.631543

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In search of developing practical knowledge in pre-service EFL teachers: A proposed model



This study aimed to explore the ways of helping EFL pre-service teachers gain and develop practical theories related to teaching EFL. For this purpose, the researcher deviced a model primarily based on  creating awareness on pre-service teachers related to basic methodological knowledge of teaching besides their strenghts and weaknesses related to their classroom practice in search of helping them to form practical knowledge needed for teaching. The model aimed to support the student teachers’ practical knowledge construction by creating micro-teaching sessions in which they could put their theoretical knowledge into practice, feedback sessions in which they could receive teacher evaluation, peer evaluation and engaging them into the process of self reflection as well with the help of self-monitoring. The data were collected during  13 weeks in which every student teacher found 50- minute four micro-teaching session opportunities: two micro-teaching sessions for reading and two micro-teaching sessions for teaching listening. The data were collected from pre-service teachers’ self-evaluation reports, peer evaluation rubrics, lesson plans and teacher evaluation documents in each micro-teaching sessions in order to see the development if there was any during 13 weeks. At the end of the process, the student teachers were also asked to express their views about the process of learning and it was found that the proposed model created awareness in them about the difference between theoretical knowledge and practical knowledge besides helped their practical knowledge construction.




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 Kaymakamoğlu, Sibel Ersel



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 skaymakamoglu@eul.edu.tr



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References

  • Bell, M. & Cooper, P. (2013). Peer observation of teaching in university departments: A framework for implementation. International Journal for Academic Development, 18(1), 60-73. Benton-Kupper, J. (2001). The microteaching experience: Student perspectives. Education, 121 (4), 830-835. Borg, S. (2011). Language Teacher Education in J. Simpson (ed.). The Routledge Handbook of Applied Linguistics. New York: Routledge. Dinkelman, T. (2003). Self-study in teacher education: A means and ends tool for promoting reflective teaching, Journal of Teacher Education, 54 (1), 6-18. Eröz-Tuğa, B. (2013). Reflective feedback sessions using video recordings. ELT Journal, 67(2), 175-183. Eun, B. (2010). A Vygotskian theory-based professional development: Implications for culturally diverse classrooms. Professional Development in Education, 37 (3), 319-333. Farrell, T. (2008). Reflective Language Teaching: From Research to Practice. London: Continuum Press. Ghanaguru, S., Nair, P. & Yong, C. (2013). Teacher trainers’ beliefs in microteaching and lesson planning in a teacher training institution. The English Teacher, XLII(2), 104-116. Hirsch, L. (2011). Utilizing Peer Observation as a Professional Development Tool. Doctoral Dissertation submitted to Northeastern University, Education Doctoral Thesis. Available at http://hdl.handle.net/2047/d20002427. Karagiorgi, Y. (2011). Development of Greek Cypriot teachers professional identities: Is there a sense of growth? Professional Development in Education, 38 (1), 73-93. Kolb, D. A. (1984). Experiential Learning: Experience as the Source of Learning and Development (Vol. 1), Englewood Cliffs, NJ: Prentice-Hall. Kumaravadivelu, B. (2006). Understanding Language Teaching: From Method to Postmethod, New Jersey: Lawrence Erlbaum Associates. Moradkhani, S. (2019). EFL teachers’ perceptions of two reflection approaches, ELT Journal, 73 (1), 61-71. Morris, J. & Stew, G. (2007). Collaborative reflection: How far do 2:1 models of learning in the practice setting promote peer reflection? Reflective Practice,8 (3), 419-432. Richards, J. C. & Farrell, T. S. C. (2005). Professional Development for Language Teachers, New York, Cambridge University Press. Shön, D. A. (1983). The Reflective Practitioner: How Professionals Think in Action, San Francisco, Jossey Bass. Todd, M. A. (2017). Peer observation as a tool for professional development. Culminating Projects in English. 84. Available online at http://repository.stcloudstate.edu/engl_etds/84. Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Process. Cambridge, MA: Harvard University Press. Wahba, E. H. (1999). Microteaching. English Teaching Form Online, 37 (4).
Year 2019, Volume: 15 Issue: 3, 1000 - 1010, 01.10.2019
https://doi.org/10.17263/jlls.631543

Abstract

References

  • Bell, M. & Cooper, P. (2013). Peer observation of teaching in university departments: A framework for implementation. International Journal for Academic Development, 18(1), 60-73. Benton-Kupper, J. (2001). The microteaching experience: Student perspectives. Education, 121 (4), 830-835. Borg, S. (2011). Language Teacher Education in J. Simpson (ed.). The Routledge Handbook of Applied Linguistics. New York: Routledge. Dinkelman, T. (2003). Self-study in teacher education: A means and ends tool for promoting reflective teaching, Journal of Teacher Education, 54 (1), 6-18. Eröz-Tuğa, B. (2013). Reflective feedback sessions using video recordings. ELT Journal, 67(2), 175-183. Eun, B. (2010). A Vygotskian theory-based professional development: Implications for culturally diverse classrooms. Professional Development in Education, 37 (3), 319-333. Farrell, T. (2008). Reflective Language Teaching: From Research to Practice. London: Continuum Press. Ghanaguru, S., Nair, P. & Yong, C. (2013). Teacher trainers’ beliefs in microteaching and lesson planning in a teacher training institution. The English Teacher, XLII(2), 104-116. Hirsch, L. (2011). Utilizing Peer Observation as a Professional Development Tool. Doctoral Dissertation submitted to Northeastern University, Education Doctoral Thesis. Available at http://hdl.handle.net/2047/d20002427. Karagiorgi, Y. (2011). Development of Greek Cypriot teachers professional identities: Is there a sense of growth? Professional Development in Education, 38 (1), 73-93. Kolb, D. A. (1984). Experiential Learning: Experience as the Source of Learning and Development (Vol. 1), Englewood Cliffs, NJ: Prentice-Hall. Kumaravadivelu, B. (2006). Understanding Language Teaching: From Method to Postmethod, New Jersey: Lawrence Erlbaum Associates. Moradkhani, S. (2019). EFL teachers’ perceptions of two reflection approaches, ELT Journal, 73 (1), 61-71. Morris, J. & Stew, G. (2007). Collaborative reflection: How far do 2:1 models of learning in the practice setting promote peer reflection? Reflective Practice,8 (3), 419-432. Richards, J. C. & Farrell, T. S. C. (2005). Professional Development for Language Teachers, New York, Cambridge University Press. Shön, D. A. (1983). The Reflective Practitioner: How Professionals Think in Action, San Francisco, Jossey Bass. Todd, M. A. (2017). Peer observation as a tool for professional development. Culminating Projects in English. 84. Available online at http://repository.stcloudstate.edu/engl_etds/84. Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Process. Cambridge, MA: Harvard University Press. Wahba, E. H. (1999). Microteaching. English Teaching Form Online, 37 (4).
There are 1 citations in total.

Details

Primary Language English
Journal Section Research Article
Authors

Sibel Ersel Kaymakamoğlu This is me

Publication Date October 1, 2019
Published in Issue Year 2019 Volume: 15 Issue: 3

Cite

APA Ersel Kaymakamoğlu, S. (2019). In search of developing practical knowledge in pre-service EFL teachers: A proposed model. Journal of Language and Linguistic Studies, 15(3), 1000-1010. https://doi.org/10.17263/jlls.631543
AMA Ersel Kaymakamoğlu S. In search of developing practical knowledge in pre-service EFL teachers: A proposed model. Journal of Language and Linguistic Studies. October 2019;15(3):1000-1010. doi:10.17263/jlls.631543
Chicago Ersel Kaymakamoğlu, Sibel. “In Search of Developing Practical Knowledge in Pre-Service EFL Teachers: A Proposed Model”. Journal of Language and Linguistic Studies 15, no. 3 (October 2019): 1000-1010. https://doi.org/10.17263/jlls.631543.
EndNote Ersel Kaymakamoğlu S (October 1, 2019) In search of developing practical knowledge in pre-service EFL teachers: A proposed model. Journal of Language and Linguistic Studies 15 3 1000–1010.
IEEE S. Ersel Kaymakamoğlu, “In search of developing practical knowledge in pre-service EFL teachers: A proposed model”, Journal of Language and Linguistic Studies, vol. 15, no. 3, pp. 1000–1010, 2019, doi: 10.17263/jlls.631543.
ISNAD Ersel Kaymakamoğlu, Sibel. “In Search of Developing Practical Knowledge in Pre-Service EFL Teachers: A Proposed Model”. Journal of Language and Linguistic Studies 15/3 (October 2019), 1000-1010. https://doi.org/10.17263/jlls.631543.
JAMA Ersel Kaymakamoğlu S. In search of developing practical knowledge in pre-service EFL teachers: A proposed model. Journal of Language and Linguistic Studies. 2019;15:1000–1010.
MLA Ersel Kaymakamoğlu, Sibel. “In Search of Developing Practical Knowledge in Pre-Service EFL Teachers: A Proposed Model”. Journal of Language and Linguistic Studies, vol. 15, no. 3, 2019, pp. 1000-1, doi:10.17263/jlls.631543.
Vancouver Ersel Kaymakamoğlu S. In search of developing practical knowledge in pre-service EFL teachers: A proposed model. Journal of Language and Linguistic Studies. 2019;15(3):1000-1.