Nawzar M. Haji
Tishk International University, Erbil, Iraq.
Abstract: Practicum is an integral part in most of the language teacher education (LTE) programs around the world. In many of these programs, practicum is designed to help student teachers put the theories they have learned into practice and get the chance to become familiar with the real world of teaching. Research has shown that there is a positive and strong relationship between teachers’ sense of preparedness and the quality and longitude of the practicum they have taken in their pre-service preparation (Kee, 2012). This study investigated the perceptions of in-service EFL teachers about their pre-service practicum experience and its relation to their sense of preparedness in Iraqi-Kurdistan. A qualitative research method was used to reveal EFL teachers’ feelings and attitudes towards their practicum experience. Interviews and side documents were used as tools for the collection of the data. The findings revealed that the majority of the participants were not satisfied with their practicum and described it as short, poorly organized, impractical, and insufficient.
Keywords: Practicum, EFL Teacher, In-Service, Pre-Service, Iraqi-Kurdistan
Download the PDF Document from here.
Canh, L. V. (2014). Great expectations: The TESOL practicum as a professional learning experience. TESOL Journal, 5(2), 199-224.
Creswell, J. W. (2007). Qualitative inquiry and research design: Choosing among five approaches (2nd ed.). Thousand Oaks, CA: Sage.
Darling-Hammond, L., Chung, R., & Frelow, F. (2002). Variation in teacher preparation: How well do different pathways prepare teachers to teach. Journal of Teacher Education, 53(4), 286-302. Retrieved from http://jte.sagepub.com/content/ 53/4/286 ull.pdf+html
Darling-Hammond, L., & Bransford, J. (2005). Preparing teachers for a changing world: What teachers should learn and be able to do. San Francisco, CA: Jossey-Bass.
Farrell, T. S. C. (2007). Failing the practicum: Narrowing the gap between expectations and reality with reflective practice. TESOL Quarterly, 41, 193–201. doi:10.1002/j.1545-7249. 2007.tb00049.x
Farrell, T. S. C. (2008b). “Here’s the book, go and teach the class”: EFL practicum support. RELC Journal, 39, 226–241. doi:10.1177/0033688208092186
Flowerdew, J. (1999). The practicum in L2 teacher education: A Hong Kong case study. TESOL Quarterly, 33(1), 141-145.
Freeman, D. (1990). Intervening in practice teaching. In J.C. Richards & D. Nunan (Eds.), Second language teacher education (pp. 103-17). Cambridge: Cambridge University Press.
He, Y. (2009). Strength‐based mentoring in pre‐service teacher education: A literature review. Mentoring & Tutoring: Partnership in Learning, 17(3), 263-275.
Ingersoll, R. M., Gang, D., Meilu, S., Lai, K. C., Fujita, H., Kim, E, & Boonyananta, S. (2007). A comparative study of teacher preparation and qualifications in six nations. The Consortium for Policy Research in Education, 1-117. Retrieved from http://www.eric.ed.gov/PDFS/ED498318.pdf
Kee, A. N. (2012). Feelings of preparedness among alternative certified teachers: What is the role of program features? Colleges for Teacher Education, 63(1), 23-38. Retrieved from http://jte.sagepub.com/content/63/1/23.full.pdf+html
Ochieng’Ong’ondo, C., & Borg, S. (2011). “We teach plastic lesson to please them”: The influence of supervision on the practice of English language student teachers in Kenya. Language Teaching Research, 15, 509–528. doi:10.1177/1362168811412881
Merriam, S., & Tisdell, E. (2016). Qualitative research: A guide to design and implementation. San Francisco, CA: Jossey-Bass Inc Pub.
Patton, M. Q. (2015). Qualitative research and evaluation methods (4th ed.). Thousand Oaks, CA: Sage.
Payant, C., & Murphy, J. (2012). Cooperating teachers’ roles and responsibilities in a MATESOL practicum. TESL Canada Journal, 29(2), 1–23.
RAND.KRG (2009). Basic school education system and secondary school education system. Council of Ministers. Erbil: MOE.
Richards, J. C. (1996). Teachers’ maxims in language teaching. TESOL Quarterly, 30, 281-296.
Sofi-Karim, M. (2015). English language teaching in the Kurdistan region of Iraq (Order No.1595485). Available from ProQuest Dissertations & Theses Global. (1709346177).
Stoynoff, S. (1999). The TESOL practicum: An integrated model in the U.S. TESOL Quarterly,33, 145-151.
Vernez, G., Culbertson, S., & Constant, L. (2014). Strategic priorities for improving access to quality education in the Kurdistan Region—Iraq. Retrieved January 26 2015, from http://www.rand.org/content/dam/rand/pubs/monographs/MG1100/MG1140-
1/RAND_MG1140-1.pdf Retrieved from http://0-search.proquest.com.library.uark.edu/ docview/1709346177? accountid=8361
International Journal of Social Sciences & Educational Studies
ISSN 2520-0968 (Online), ISSN 2409-1294 (Print), June 2019, Vol.5, No.4