国际教学实习经历叙事:一名英语语言职前教师的经验教训

F. Megawati, S. Sharatol, Ahmad Shah, M. Anugerahwati, M. F. Ubaidillah, M. Mustofa, Sheila Agustina
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引用次数: 0

摘要

与人们普遍认为实地经验应在当地环境中进行的观点相反,教师教育项目目前通过国际教学实习(ITP)项目与其他国家建立联系。考虑到该平台的重要性,本文旨在探讨职前英语教师在国际教学实习项目中的经历,以便从国外的各种活动中促进有潜质的 EFL 教师的专业发展。蒂娜(化名)是印尼一所大学的一名职前英语教师,参加了为期四个月的国外(尤其是泰国)ITP项目。在收集数据时,采用了半结构式深度访谈,强调了五个方面的资格。研究结果表明,职前教师从 ITP 项目中收获了大量有意义的经验,包括课堂情况、基本教学技能的实施、教学成败期、ITP 项目中 EFL 师范生的价值观、关键事件以及 ITP 项目后学生的综合英语能力。这项研究为教育机构提供了证据和反馈,以便更好地规划和组织实习。此外,它还意味着通过多次接触教学工具和辅助情景环境设施,使师范生在未来面对具有挑战性的英语教学时,具备与适应性、文化认同、恐惧和情绪相关的足够技能和能力。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Narratives of Experiences in International Teaching Practicum: Lessons from an EFL Pre-Service Teacher
Contrary to popular belief that field experience should be held in local settings, teacher education programs currently initiate networking with other countries through the international teaching practicum (ITP) program. Considering the platform’s magnitude, this paper aims to explore the pre-service English teacher’s experiences during ITP to build professional development of EFL potential teachers from various activities abroad. In this study, a narrative inquiry was implemented and supplemented with data obtained from Tina (pseudonym), an EFL pre-service teacher in one of the Indonesian universities who joined a four-month ITP program abroad, particularly in Thailand. In collecting the data, semi-structured in-depth interviews that emphasized five eligibility aspects were used. The findings reveal that the pre-service teacher reaped plenty of meaningful experience from ITP in terms of the classroom situation, the implementation of basic teaching skills, the period of success or failure in teaching, values for EFL teacher candidates in ITP, critical incidents, and students’ general English competence after ITP. This study provides evidence and feedback for the institution for better planning and organization in implementing practicum. Further, it implies equipping student-teachers with sufficient skill and competence related to adaptability, cultural identity, fear, and emotions in facing challenging English instruction in the future through multiple exposures to teaching instruments and supporting situated environment facilities.
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