AI Summary & Key Takeaways
AI InsightThis case study explores a) how eight preservice EFLteachers (PEFLTs) evaluated the overall effectiveness of the practicum they took in the lastterm of the English language teacher education program they were enrolled in, b) the impactof keeping diaries and filling out self-evaluation forms on their professional learning, c) towhat extent the courses offered at the program supported them in real teaching, and d) whatthey would change in the structure of practicum if they had the chance to do so.
📌 3 Key Takeaways
Abstract
Practicum is regarded to be a pivotal component of initial teacher education programs andsuch a considerable significance taken on by practicum necessitates more research regardlessof the abundance of research on it. This case study explores a) how eight preservice EFLteachers (PEFLTs) evaluated the overall effectiveness of the practicum they took in the lastterm of the English language teacher education program they were enrolled in, b) the impactof keeping diaries and filling out self-evaluation forms on their professional learning, c) towhat extent the courses offered at the program supported them in real teaching, and d) whatthey would change in the structure of practicum if they had the chance to do so. The resultsyielded by the inductive analysis of the data drawn from focus group interviews, the datafrom diaries and self-evaluation forms showed that PEFLTs deemed practicum experiencecrucial for both their professional learning and putting subject knowledge into practice whilestating a set of negative experiences they had in practicum. The findings also reported thatreflecting on practicum experiences helped them enhance their professional learning.Besides, the courses taken at university were not recognized as adequate to prepare PEFLTsfor real teaching.