Abstract
Studies have shown that many training programs are relatively ineffective in preparing prospective teachers for classroom teaching. Such findings suggest that teacher training programs might require improvement and that prospective teachers should be more thoroughly assessed during the training period. This study examined the learning process of a group of EFL teachers during their practicum at elementary schools. Our findings indicate that prior language learning experience and peer student teachers play a critical role in this period. Overall, the results suggested that student teachers would benefit from greater integration between field experiences, practicum, and lecture courses, which would enable the students to link teaching theory and practice more effectively.
Highlights
Numerous studies have been conducted with student teachers to explore various issues
Such findings suggest that teacher training programs might require improvement and that prospective teachers should be more thoroughly assessed during the training period
Such findings suggest that current teacher training programs might be deficient in some areas, and that better assessment of prospective teachers is needed during the training period
Summary
Numerous studies have been conducted with student teachers to explore various issues. Research topics have included program design, changes in teacher perspectives and attitudes during the training period, and the implementation of innovative techniques or technology. Results from these studies provide fresh ideas and hope for improved teacher education. Several studies have indicated that training programs may be relatively ineffective in preparing prospective teachers for classroom teaching (Hwang, 1996; Leu, 1997). Such findings suggest that current teacher training programs might be deficient in some areas, and that better assessment of prospective teachers is needed during the training period. The relationship between course work and personal changes during the training period deserve greater attention
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