PRE-SERVICE ENGLISH TEACHERS’ ATTITUDES TO CO-TEACHING

IF 0.7 Q3 EDUCATION & EDUCATIONAL RESEARCH
I. Zadorozhna, Olha Datskiv, Valentyna Shepitchak
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引用次数: 0

Abstract

The purpose of this paper is to investigate pre-service English teachers’ attitudes to co-teaching as a professional development tool and a collaboration method. Two instructors co-taught an undergraduate English Language Teaching Methodology course to gain experience and to model this method for pre-service English teachers. 60 students of Ternopil Volodymyr Hnatiuk National Pedagogical University, Department of Foreign Languages, participated in the study for one semester. Research instruments used in the study are students’ reflective journals, focus groups discussions, and a survey. The students wrote regular entries in reflective journals after each session, participated in focus groups discussions, and filled out a survey at the end of the semester. It was hypothesised that co-teaching would engage learners and enhance their learning, help pre-service teachers to develop professionally, and serve as a model of effective instructional technique for their future teaching assignment. Results indicate the effectiveness of co-teaching in achieving these tasks. We also conclude that co-teaching in pre-service teacher education is an invaluable tool in developing teachers’ and students’ reflective skills and collaborative practices. The findings of the study can be applied in the design and implementation of educational programmes for pre-service foreign languages teachers.
职前英语教师对合作教学的态度
本文的目的是调查职前英语教师对合作教学作为专业发展工具和合作方法的态度。两位教师共同教授了一门本科英语语言教学法课程,以获得经验,并为职前英语教师示范这种方法。捷尔诺波尔国立师范大学外语系60名学生参加了为期一学期的学习。研究中使用的研究工具是学生的反思日志、焦点小组讨论和调查。学生们在每节课后定期在反思日志上写条目,参加焦点小组讨论,并在学期结束时填写一份调查问卷。我们假设合作教学可以吸引学习者并提高他们的学习,帮助职前教师发展专业,并为他们未来的教学任务提供有效的教学技术模型。结果表明,合作教学在完成这些任务方面是有效的。我们还得出结论,职前教师教育中的合作教学是培养教师和学生反思技能和合作实践的宝贵工具。研究结果可用于职前外语教师教育方案的设计与实施。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
Advanced Education
Advanced Education EDUCATION & EDUCATIONAL RESEARCH-
自引率
27.30%
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审稿时长
8 weeks
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