Teaching practice of Yemeni EFL student teachers during practicum: A case study / Morshed Salim Abdullah Al-Jaro

Morshed Salim , Abdullah Al-Jaro (2019) Teaching practice of Yemeni EFL student teachers during practicum: A case study / Morshed Salim Abdullah Al-Jaro. PhD thesis, Universiti Malaya.

	PDF (The Candidate's Agreement) Restricted to Repository staff only Download (162Kb)
	PDF (Thesis PhD) Download (2146Kb)

Abstract

Teaching practicum is considered an essential learning experience for student teachers which helps them acquire the practical skills needed to carry out their profession competently in the future. However, the lack of competency and professional development among the English as a Foreign Language (EFL) teacher in Yemen has led to the need of a comprehensive understanding of their initial preparation and teaching practice. This study explored the teaching practice of EFL student teachers during a practicum course at a public university in Yemen. Drawing on three theories in the areas of experiential learning, sociocultural theory of learning, and reflective practice, the study examined the student teachers’ pedagogical practices, received supervisory support, and their reflective practice experience when they were first placed at local public schools to practise teaching English. The qualitative research design using a multiple case study approach was adopted. The data were collected through documents, classroom observations and semi-structured interviews with four purposively selected student teachers and their supervisors. A computer-aided qualitative data analysis software, Atlas ti, was used to organize and manage the analysis process. Three main categories with emerging themes and subthemes were developed from the deductive analysis strategy. The findings reveal that there are some pedagogical practice issues particularly in three areas: lesson planning, teaching strategies and classroom management. The results show that the student teachers’ insufficient pedagogical knowledge negatively influenced their pedagogical practices. Furthermore, the findings of study unveil a limited supervisory support and guidance received by the student teachers which decreased their opportunities to interact with supervisors and get feedback on their teaching practices. Additionally, the findings show that the student teachers attempted to experience reflective practice through following some steps to increase self-awareness of their pedagogical practices and enhance their professional development. Thus, it can be concluded that the EFL professional teaching practice should entail the integration of three elements: pedagogical knowledge, supervisory support and reflective practice. Limitations in any of these elements might confine the intended outcome of the teaching practice. Based on the findings, some practical and pedagogical implications for better teaching practice in Yemen are drawn and directed to the EFL teacher education programme administrators and developers. The study also offers some suggestions which might benefit ESL/EFL researchers in Yemen and other neighbouring Arab countries.

Actions (For repository staff only : Login required)