pre-service EFL teacher

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“What Makes You Different?”: the Process of Teacher Cognitive Development in Pre-service EFL Teacher Education | Misrohmawati | Proceeding of International Conference on Teacher Training and Education 7567 15970 1 SM

“What Makes You Different?”: the Process of Teacher Cognitive Development in Pre-service EFL Teacher Education | Misrohmawati | Proceeding of International Conference on Teacher Training and Education 7567 15970 1 SM

2014). This pessimistic statement related to the power of pre-service teacher education emerges a question in one discussion with my colleague, “What makes you different?” It means what makes teacher educator able to make pre- service teachers with unsupportive mind-set and low proficiency becomes a great teacher in the future. This question also can be for students. It is typical to have students with supportive mind-set and high proficiency success. It is special, start from having unsupportive mind- set and low proficiency become pre-service with supportive mind-set and high proficiency and to be great teacher in the future because of the education in their college. The key to start this is generating awareness. If pre-service EFL teacher have opportunities to become aware of their prior beliefs about teaching and learning, to reflect on these and to make connections between theory and practice, pre-service teacher education will be more likely to impact on trainees (Borg, Birello, Civera & Zanatta, 2014).
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TEACHER TALK AND LEARNING OPPORTUNITIES (A Case Study of a Pre-Service Teacher in EFL Classroom).

TEACHER TALK AND LEARNING OPPORTUNITIES (A Case Study of a Pre-Service Teacher in EFL Classroom).

Observation has one distinctive feature in the research process: it provides the opportunity to gather ‘live’ data from naturally occurring social situations (Cohen, Manion, and Morrison 2007:396). In addition to that, observation also presents a reality check where it enables the researcher to look at behavior that might go unnoticed by the participant (Robson 2002:310; Cooper and Schindler 2001:374 as cited in Cohen, Manion, and Morrison 2007:396). In line with the research design which employed a qualitative research methodology in the form of case study, classroom observation is considered suitable to collect the data of the research. The classroom observation was conducted through field notes taking and teacher talk checklist.
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A study of EFL Pre-service teachers` identity transformation on the development of their professional identity.

A study of EFL Pre-service teachers` identity transformation on the development of their professional identity.

Furthermore, giving motivation is also an important aspect for the students. Essentially, it is because treating students with care and affection makes the students feel that they belong to the classroom members specially when the teachers express involvement and warmth (Furrer, Skinner, & Pitzer, 2014). Besides, being friendly with the students indicated that P2 can be considered as a good teacher since a good teacher is identified as a kind, friendly, helpful, and patient teacher (Arnon& Reichel, 2007). More importantly, P2, who stated that she needed to care enough of the students who considered themselves incapable, indicated that she understood that each student learned differently. Consequently, it led her to have the characteristic of an effective teacher since she strived to motivate and engage the students rather than simply accepting that some students could not be engaged and are destined to do poorly (Rubio, 2009).
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A study of EFL Pre service teachers` identity transformation on the development of their professional identity

A study of EFL Pre service teachers` identity transformation on the development of their professional identity

Furthermore, giving motivation is also an important aspect for the students. Essentially, it is because treating students with care and affection makes the students feel that they belong to the classroom members specially when the teachers express involvement and warmth (Furrer, Skinner, & Pitzer, 2014). Besides, being friendly with the students indicated that P2 can be considered as a good teacher since a good teacher is identified as a kind, friendly, helpful, and patient teacher (Arnon& Reichel, 2007). More importantly, P2, who stated that she needed to care enough of the students who considered themselves incapable, indicated that she understood that each student learned differently. Consequently, it led her to have the characteristic of an effective teacher since she strived to motivate and engage the students rather than simply accepting that some students could not be engaged and are destined to do poorly (Rubio, 2009).
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THE EXPLORATION OF PRE-SERVICE EFL TEACHERS’ CHALLENGES IN FIELD PRACTICUM.

THE EXPLORATION OF PRE-SERVICE EFL TEACHERS’ CHALLENGES IN FIELD PRACTICUM.

Several narrative-approach and survey-based studies have addressed pre- service teachers‟ challenges when conducting field practicum. One prominent study is that of Numrich‟s which explored in sights on novice ESL teachers during teaching practicum. Using narrative inquiry method to collect the data, Numrich identified student teachers ‟ unsuccessful attempts to evaluate materials, to manage time, balance teacher-centered activities with student-centered activities, to address students‟ needs are among aspects contributing to student teachers ‟ challenges in the field practicum (Numrich, 1996, p. 131-153). In relation to this, a study of Çelik whose aim was to examine concerns and stress of pre-service EFL teachers regarding field-based experience in Turkey found out that personal concerns, such as difficulties to balance the practicum and personal commitments, concerns that they might fail the practicum, among others, played the major role in causing anxiety for student teachers during field practicum whereas evaluation- based concerns, for instance being observed by supervisor insufficiently, took the minor role. The study, further, claimed that the concerns and stress experienced during field practicum were in the medium level, meaning that they can result in ineffective teaching practice (Çelik, 2008, p. 100-06). Furthermore, the study realized that as the items of the survey were not geared to dig deeper on the challenges, one may find it difficult to determine the accurate causes of the concerns (Çelik, 2008, p. 105).
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TRIANGULATING SOME DISCOURSE-RELATED ISSUES IN INDONESIAN EFL PRE-SERVICE TEACHERS WRITTEN NARRATIVES Joseph Ernest Mambu

TRIANGULATING SOME DISCOURSE-RELATED ISSUES IN INDONESIAN EFL PRE-SERVICE TEACHERS WRITTEN NARRATIVES Joseph Ernest Mambu

In fact, M1 s introductory paragraph is full of philosophizing phenomena (see the complete narrative in the appendix). He started with a topic sentence with the topic being difference and the controlling idea being producing hells in Indonesia . This theme is intertextually linked to various current issues in In- donesia: GAM (Aceh Movement for Independence), riots in Poso (Sulawesi), and a war in Sampit (Kalimantan). The idea of literal killing in various places in Indonesia due to difference was then narrowed down to the figurative kill- ing toward M1 by his mentor. In fact, not only was Vic as an American im- pressed by this paragraph (see Table 1 above), but also M1 s discourse here confirms Becker s (1979) contention (as cited in Johnstone, 2003, p. 642) that the sense of coherence in Javanese shadow puppet is built up by way of spatial coincidence , not of a chronological order (as in the western writing style). In subsequent paragraphs M1 structured his narrative chronologically but in the first paragraph he expanded the space from that of his experience as a pre- service teacher in a school to other killings taking place in some areas in Indo- nesia.
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S ING 1003478 Chapter1

S ING 1003478 Chapter1

Thus, the intention to analyze teacher professional development through teaching ideologies is attended by the research. Not only does the research intend to attain information regarding what ideologies a teacher has through visualization, but it also calls for depiction of classroom observation to bring about a juxtaposition between what the drawings inform and what happens in the classroom where the teacher is teaching. The findings are employed as suggestion planned to broaden EFL teachers‟ (especially pre-service teachers‟) point of view in learning from resourceful experiences of professional development of the observed teacher.
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MOTIVATIONAL STRATEGIES USED BY PRE-SERVICE ENGLISH TEACHERS IN TEACHING EFL AT SENIOR HIGH SCHOOL

MOTIVATIONAL STRATEGIES USED BY PRE-SERVICE ENGLISH TEACHERS IN TEACHING EFL AT SENIOR HIGH SCHOOL

Also, creating a variety of lesson as creative as possible may be useful to make the learners enjoy the class. They may even get excited about every meeting because the experiences were different and exciting. I think this method will help the teacher to motivate the learners. If the teachers can create various types of teaching activity, the learners will not get bored and be more motivated during the lesson.

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D BING 1107160 Chapter1

D BING 1107160 Chapter1

As the heart of the teaching practice, professional development and education, reflection is needed way before the teachers face their real students in the classroom context as they enter teaching profession. Reflective teaching, therefore, has been the standard in most of teacher education programs in western academic culture. Despite the significant role of reflective teaching practice in teacher education context, to date there is a lack of studies focusing on the reflective teaching practice in EFL settings such as those in Indonesia. Most of research studies pertaining to reflective teaching practice in Indonesian classroom contexts are within the discussion of Lesson Study (see, for example, Cahyono, 2014; Saito, Harun, Kuboki, & Tachibana, 2006; Suratno & Iskandar, 2010) while there is still scarcity of empirical studies investigating reflective teaching practice of EFL pre-service teachers (see Astika, 2014; Kuswandono, 2014; Nurlaelawati, 2015; Palupi, 2011; Ragawanti, 2015) or EFL teachers in Indonesian classroom contexts (e.g., Caterine, 2013; Martina, 2013; Silvia, 2014; Widodo, 2004).
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D BING 1107160 Chapter2

D BING 1107160 Chapter2

Meanwhile, within the same volume but different issue of TEFLIN Journal, another study devoted to reflective practice in English language education in Indonesian EFL setting conducted by Kuswandono (2014) was published. He investigated the problems encountered by pre-service teachers' motivation to become teachers in Indonesian setting. He explored thirteen pre-service teachers' emerging professional identities and professional learning through reflective journals, questionnaires, individual interviews, autobiography, and focused-group discussion. The reflective journals were submitted on weekly basis as part of Practice Teaching 1 course (Microteaching) containing descriptions of and reflections about their professional identity and learning. Data from journal entries was then analyzed using Bakhtinian's "double-voiced discourse" while data from interview was analyzed using Mishler's (1991) framework as "authentic social discourse". The result of the study signifies that teacher education needs to provide more reflective dialogues to shape pre- service teachers‘ identity and professionalism considering the fact that so many pre-service teachers in due course entered the English Education Study Program (EESP) and struggled to make meaning of their identity may be related to the fact that their decision to pursue a teaching career was not one they expected to be making. In his study, Kuswandono (2014), as the other researchers in the aforementioned related studies, did not attempt to provide any information on the language of instruction of the reflective teaching journals. It was also uncertain whether the PSTs wrote their weekly reflective teaching account based on the same questions pertaining to their professional identity and learning or not.
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EFL pre-service teachers` professional identity tensions during pre-service teaching program in schools.

EFL pre-service teachers` professional identity tensions during pre-service teaching program in schools.

Different from PST 2 and 4, PST 3 mentioned that she encountered students who did not like English because they did not like the teacher. She might find it depressing although she claimed to be relieved after finding out who her students did not like was her mentor. However, she found out that only one student who had problem with her mentor. Meanwhile, other students only did not like her mentor. It was possible that this experience led her to tension related to her responsibility and support toward students. She might guarantee that they would at least do not hate English lesson because they did not dislike their momentary teacher (PST 3) at that time. However, there might be risked possibility which could be occurred after PST 3 finished her teaching. Therefore, she decided to offer her help to students by trying to change students' mindset, give tips related to "dealing with lesson and teacher", and also share the difficulties of being a teacher from her point of view as a PST.
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PROS Parlindungan Pardede Attitudes of Pre Service EFL full text

PROS Parlindungan Pardede Attitudes of Pre Service EFL full text

Despite the affirmation on the high importance of research, in reality, not many teachers regularly carry out researches due to some inhibiting factors. McKay (2006, p. 1-2) lists three factors which restrict teachers to undertake research. First, many teachers have not been trained to undertake research. Often teacher education programs focus primarily on how to teach, examining how to specify learning objectives, design lessons, and assess learning. Little or no attention is given to training teachers to rigorously investigate their classrooms. Second, many teachers have heavy teaching loads. Finally, teachers lack of support from administrators. The results of some recent studies support McKay’s claim. Based on their survey of 607 members of an international association for ELT professionals, Brown et al. (1992) reported that the notions of research closely tied to quantitative and statistical methods and a general ambivalence about the role of educational research in teachers’ professional lives caused teachers reluctant to do researches. Macaro’s (2003) study revealed that the physical and conceptual inaccessibility of published language teaching research were a key barrier to their engagement with it. Allison and Carey’s (2007) study disclosed that ELT teachers felt constrained in their ability to engage in research due to their limited time left available to them after they had fulfilled their teaching duties and their lack of encouragement and motivation to do research.
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PROS Parlindungan Pardede Attitudes of Pre Service EFL abstract

PROS Parlindungan Pardede Attitudes of Pre Service EFL abstract

FBS-LTC International Seminar 2012. This year seminar officially picked up a theme: Research in Teacher Education: What, How, and Why?as a response to the professionalism demand of English teachers. Thus, the papers collected in this seminar proceedings are the results of English teachers’ and future English teachers’ studies, reflections, and opinions on their teaching experiences. This book is printed with the hope that it presents valuable insights for English teachers and anyone who are interested in English teacher education.

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EFL pre service teachers` professional identity tensions during pre service teaching program in schools

EFL pre service teachers` professional identity tensions during pre service teaching program in schools

b. Conflict between Desired and Actual Supports Given to Students Conflict between desired and actual support given to students is related to the want of taking care students which is encountered by professional restrictions. This conflict occurs when the pre-service teachers encounter troubled students which actually need support. The trouble from students can come from students' studies or home environment. The pre- service teacher might understand the sources of problem, the causes of student' behavior, or even know the student's background environment. However, the pre-service teacher might unable to offer a help as it is not his/her field and main task (professional limitation), or might be able to only offer help(s) which might not solve the problem thoroughly (such as listening to the student's problem or story, motivating students, etc.). Therefore, that situation can frustrate the pre-service teachers as they want to help but cannot do anything because of their limitation as a teacher, which result in having tension.
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REFLECTIVE TEACHING PRACTICE OF PRE-SERVICE TEACHERS FOR YOUNG LEARNERS AT A TEACHER TRAINING INSTITUTE.

REFLECTIVE TEACHING PRACTICE OF PRE-SERVICE TEACHERS FOR YOUNG LEARNERS AT A TEACHER TRAINING INSTITUTE.

The research reported was focused on revealing the learning evidence of pre-service teachers (PRESETs) by working on reflective teaching (RT) practice in teaching English to young learners (TEYL). Narrative inquiry as a part of qualitative research design was employed for this research, and the data were obtained through the analysis of 35 reflective journals of PRESETs Year 2009. The data were then subjected to the thematic coding, categorization, and clusters by Constant Comparative Analysis method (Hewitt-Taylor, 2001). The findings revealed the evidence of PRESETs’ learning through RT practice which include the knowledge of teaching aspects, the instructional skills, as well as the teaching knowledge and skills needed for improvement. Based on the findings, it is expected that the research could inspire teachers in doing reflection as well as teacher training institute to improve the teaching practice quality of their PRESETs in TEYL field by the practice of reflective teaching.
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PROMOTING NEW LITERACIES IN SCHOOLS: A proposition to integrate digital literacy in pre-service teacher education | Yusny | Jurnal Ilmiah Didaktika 1643 3226 1 SM

PROMOTING NEW LITERACIES IN SCHOOLS: A proposition to integrate digital literacy in pre-service teacher education | Yusny | Jurnal Ilmiah Didaktika 1643 3226 1 SM

It is important that we introduce digital technologies to our students so that they could advance and simplify processes when they perform tasks, but it is also far more important that educators take responsibilities to teach and educate them how to evaluate these digital technologies by introducing them that digital technologies are very attractive yet full of hazards and risks. Therefore, the concept of digital literacy must be introduced and integrated in the pre-service teacher education curriculum in order to have digital literate graduates who will disseminate the concern and help raise awareness toward potentials and risks of the today’s ever-growing digital technology.
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empowering efl teacher towards professional autonomy

empowering efl teacher towards professional autonomy

EFL teachers in Indonesia can fall into the following categories: (1) highly advantaged; (2) fairly advantaged, (3) disadvantaged, (4) very disadvantaged, and (5) severely disadvantaged. The first category refers to those who (a) a relevant qualification and (b) have an appropriate educational qualification, (c) possess a high level of capability, (d) work in good (well-funded, well-facilitated, well-staffed) schools with good input, which (e) are located in areas with easy access to development means. The first category refers to schools with all the five aspects being advantaged, the second category to those with four aspects being advantaged and one being disadvantaged, the third to those with three aspects being advantaged and two being disadvantaged, the fourth to those with two aspects being advantaged and three being disadvantaged, and the fifth to those with four aspects being disadvantaged and only one being advantaged.
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D BING 1107160 Table of content

D BING 1107160 Table of content

Sitti Nurfaidah, 2016 EFL PRE-SERVICE TEACHERS’ REFLECTION: A CASE STUDY IN AN INDONESIAN INSTRUCTIONAL CONTEXT Universitas Pendidikan Indonesia| repository.upi.edu | perpustakaan.u[r]

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3 makalah bu ida ictpembmat 1

3 makalah bu ida ictpembmat 1

“By 2008, all regional Member States will be in a position to offer teachers an education on how and when to best use technologies for teaching and learning, through training which is integrated in all national pre-service teacher training institutions in the Asia-Pacific region. Learners will directly benefit from this new generation of well educated teachers, who will be empowered to use technologies and to facilitate the learners’ active participation in learning, and in the knowledge societies and economies.”

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INTRODUCTION  ANALYSIS OF DIRECTIVE AND EXPRESSIVE SPEECH ACTS USED BY BOTH TEACHER-LEARNERS DURING CLASSROOM INTERACTIONS FOUND IN MOVIES ENTITLED “DANGEROUS MINDS”, “THE RON CLARK STORY”, AND “FACING THE GIANTS”.

INTRODUCTION ANALYSIS OF DIRECTIVE AND EXPRESSIVE SPEECH ACTS USED BY BOTH TEACHER-LEARNERS DURING CLASSROOM INTERACTIONS FOUND IN MOVIES ENTITLED “DANGEROUS MINDS”, “THE RON CLARK STORY”, AND “FACING THE GIANTS”.

The study focuses on the type of directive and expressive speech acts, its directness levels, and its pragmalinguistics variations are used by both teacher- learners during classroom interactions found in movies Dangerous Minds-The Ron Clark Story-Facing the Giants which were analyzed using Kreidler’s theory (19 98), John Searle’s theory (1969), Trosborg’s theory (1995), Aijmer’s theory (1996) and Knapp, Hopper, & Bell’s theory (1984).

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