Abstract
Field training is valuable for improving pre-service teachers' teaching skills. It bridges the gap between theory and practice in real classroom environment. This study uses phenomenological qualitative approach to investigate the influence of field training courses on social skills in teaching. The study was carried out in the first semester of the 2019-2020 academic year with a total of six pre-service teachers participating in a field course for 10 weeks. The pre-service teachers came from two different colleges of teachers' training. We used purposive sampling to choose the students. After interviewing the participants and videoing their lessons, we transcribed the interviews and observations. We used thematic analysis to code, categorize and find patterns related to the development of social skills for teaching. The research results showed that pre-service teachers who practiced teaching during field training have improved their social skills in teaching as a result of three conditions (1) classroom management, (2) teaching strategies and (3) supervisor's assessment. Pedagogic supervisors need to focus on these three issues in order to provide a fruitful environment for pre-service teachers' professional development.
Highlights
It is imperative to prepare teachers who can keep abreast with various developments in diverse fields, with1.1
A phenomenological approach was adopted for the study as it aims to explore how pre-service teachers understand their social skills in teaching after the implementation of field training course
Field training improved the social skills of pre-service teachers, which encouraged the appearance of their direct and efficient communication with students, classroom teachers and college supervisors
Summary
It is imperative to prepare teachers who can keep abreast with various developments in diverse fields, with1.1. It is imperative to prepare teachers who can keep abreast with various developments in diverse fields, with. Previous studies have explored the content and development of student teachers' skill through field training that they receive during the university study stage [7,11,12]. Field training is a pedagogical training course to prepare pre-service teachers to carry out their educational functions very effectively. Pre-service teachers practice the role of teachers to accomplish educational goals in certain educational situations [13]. In spite of the studies in teacher preparation (e.g., [14,15]), few studies were concerned with the role of field training in developing pre-service teachers’ social skills in teaching. This study attempts to investigate the influence of pre-service teacher education on the development of their social skills in teaching
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