Interventions to Improve a Practicum Course for EFL Teachers in Saudi Arabia

Autor/in	Alamoudi, Khadija A.
Titel	Interventions to Improve a Practicum Course for EFL Teachers in Saudi Arabia
Quelle	In: Arab World English Journal, 12 (2021) 1, S.59-70 (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Alamoudi, Khadija A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2229-9327
Schlagwörter	Foreign Countries; Teacher Education Programs; Masters Programs; Student Teachers; English (Second Language); Second Language Instruction; Language Teachers; Graduate Students; Student Attitudes; Barriers; Practicums; Program Effectiveness; Peer Evaluation; Time Factors (Learning); Females; Experiential Learning; Saudi Arabia + Suchen Sie Ihr Suchwort? Ausland; Magister course; Magisterstudiengang; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Language teacher; Sprachunterricht; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Schülerverhalten; Practicum; Praktikum; Praktika; Weibliches Geschlecht; Experiental learning; Erfahrungsorientiertes Lernen; Saudi-Arabien
Abstract	Although the Teaching Practicum (TP) course makes a significant contribution in preparing teachers, it remains lacking in many essential aspects. To fill in the gaps regarding literature, this research paper was designed to explore the views of three Master of Art (MA) TESOL student-teachers on the advantages they gained and challenges they faced during their TP course at a Saudi university. Participants were interviewed, observed, and the two reflective assignments of the course were analyzed to find answers to the research questions. The research questions focused on the instructional benefits of the TP course and the interventions needed to enhance the effectiveness of the course. The findings revealed that the practical teaching component was the most helpful part of the course and the peer-observation report was the most appropriate evaluation method. Moreover, the study found that the limitedness of the teaching timeframe poses a significant challenge, and hence increasing the teaching practice time was the most significant change the participants suggested. Finally, the study recommends interventions that will help improve the quality of the TP course. (As Provided).
Anmerkungen	Arab World English Journal. 10602 Davlee Lane, Richmond, Texas, 77407. e-mail: editor@awej.org; e-mail: info@ASELS.org; Web site: https://awej.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01