PRE-SERVICE TEACHERS’ FEEDBACK ON THEIR EXPERIENCES WHILE ATTENDING THE APPRENTICESHIP PROGRAMME IN KENINGAU

Kamsilawati Kamlun, N. Z. Mohamed
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Abstract

Abstract This study explores the pathways followed by the pre-service teacher by collecting their feedback after attending the apprenticeship programme in one of the primary schools in Keningau. The aim is to get an overview of their experiences while attending apprenticeship programme. This study has employed a qualitative approach gathered through classroom observation, reflective journal as well as focus group discussion. The findings of the study depicted that the pre-service teachers’ about their experiences are affected by internal and external factors. Internal factors may include inadequacy to teach, attitude problem, mismatch of expectation as well as conflict with the mentor teacher. External factors may include lack of teaching facilities, school community and location of the school. The analyses yielded perspectives which includes several themes: elements of teaching, pre-service-cooperating teachers’ interactions related to pedagogy, knowledge of pedagogy, and the acts of teaching. Keywords: Apprenticeship, TESL, teacher training, pre-service teacher, teacher education.
职前教师对他们在肯宁高参加学徒计划期间的经历进行反馈
摘要本研究通过收集在肯宁高一所小学参加学徒计划的职前教师的反馈,探讨了他们所遵循的途径。目的是在参加学徒计划时对他们的经历进行概述。本研究采用定性方法,通过课堂观察、反思日志和焦点小组讨论收集。研究结果表明,职前教师对自身经历的评价受到内部因素和外部因素的影响。内部因素可能包括教学能力不足、态度问题、期望不匹配以及与导师的冲突。外部因素可能包括缺乏教学设施、学校社区和学校位置。这些分析产生的观点包括几个主题:教学要素、职前合作教师与教育学相关的互动、教育学知识和教学行为。关键词:学徒制,TESL,教师培训,职前教师,教师教育
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