Prospective English Teachers Research Articles

Losing Identity or Regaining Confidence? A Collaborative Autoethnography on Teachers' Self-Efficacy

This collaborative autoethnography analyzes the role of self-efficacy within our teacher identity crisis. As English teachers in training, we have experienced situations inside and outside the classroom that motivated a professional identity crisis and led us questioning our efficacy as teachers. Through this study we explore the intricacies of our very own selves as prospective English teachers. We blended storytelling and analysis through a set of data generation procedures that included collaborative witnessing, written personal narratives and semi-structured interviews, which allowed us to co-construct our stories. Our findings reveal three main themes that display the roles of self-efficacy within the teacher identity crisis, its shapers, and an internal discomfort because of the other two themes. We also put in evidence that these three aspects do not have their implications on the crisis as isolated matters, but they are intertwined complementing each other. With our study we concluded that there are internal and external factors that influence the teacher identity crisis, weakening it at the same time it is regulated.

Preparing Prospective English Language Teachers for ICT Integration

This paper reports on a case study of six prospective English language teachers’ ICT training experiences and the connections between these experiences and their beliefs about how well their language teacher education program prepared them for effective technology integration in language classrooms. This study aimed at arguing the importance of the situational factors in the university coursework and fieldwork components of teacher education on future teachers’ technology-related beliefs and technology use. Data were gathered through surveys and semi-structured face-to-face interviews. The results provided some implications for curriculum updates in teacher education programs and necessary improvements in relevant policies to prepare their graduates to teach with technology-integrated classrooms. The development of a practical and integrated knowledge base of ICT use should be a visible component in teacher education programs.

THE ROLE OF CROSS-CULTURAL APPROACH AND ITS IMPLEMENTATION IN THE TRAINING OF PROSPECTIVE ENGLISH TEACHERS BASED ON ROMANIAN EXPIRIENCE

The article highlights the problem of professional training of prospective English language teachers at the current stage of globalization transformations in the European educational space. The role of the cross-cultural approach in the training of prospective Englishteachers is determined. The relevance of the investigated problem is substantiated; the reasons for unresolved problems related to the topic of the article are indicated. The theoretical aspects of the cross-cultural approach to the training of English language teachers and ways of its implementation are presented. The study of the cross-cultural approach in education, presented in domestic and foreign scientific literature is analyzed. The role of the English language as a means of intercultural communication, which contributes to the acquisition of international educational experience and spreading of cultural relations and forming professional competences is determined. Three levels of strategic planning for the development of intercultural competence are distinguished and characterized. The main learning strategies of formation prospective English language teachers’ cross-cultural competence are defined. Also, the didacticnecessity of using authentic textbooks and materials in training prospective English teachers has been proven.

Neoliberal common sense and Erasmus student mobility: how do prospective English language teachers construct their experiences?

ABSTRACT Erasmus student experiences currently seem to be closely linked to the neoliberal common sense, meaning that market-oriented motivations and consumerist behaviours can often be found in students’ discourses and experiences. With this point in mind, in this qualitative inquiry, we focused on how a cohort of prospective English language teachers constructed their Erasmus experiences. Upon analysing a qualitative set of data, we argued that the participants constructed a polydimensional Erasmus experience marked predominantly by neoliberal elements, interspersed with discernible critical facets. We, then, offered recommendations aimed at ensuring a more balanced and transformative Erasmus experience for prospective English language teachers.

Дослідження взаємозв'язку між схильністю до критичного мислення та міжкультурною конфліктологічною компетентністю українських і фінських майбутніх учителів

The present research studied critical thinking dispositions (CTDs) and their relationship towards intercultural conflict competence (ICC) in a sample of 58 students, 34 students of the Ukrainian University and 24 students of the Finnish University. The target population was the first-year pre-service teachers of bachelor level. The study was conducted using convenience sampling method. The main analyses carried out are descriptive in nature, non-parametric tests were used to analyse the differences and similarities between the variables of students’ CTDs and ICC. Main findings demonstrated the lack of significant differences in the levels of CTDs towards the levels of ICC among the students of each group, alongside the insufficiency of significant differences in the levels of CTDs towards the levels of ICC between the groups. The scores obtained for the dimensions of CTDs, namely, the dispositions towards argumentation and truth-seeking were less manifested, both within and between the groups. The outcomes obtained for ICC indicated the low levels of proficiency in communicative and behavioural components, particularly, the dimensions concerning situations of face-to-face intercultural interactions and intercultural communication, both within and between the groups. Slight difference was found among conflict resolution styles, i.e., 92% of Finnish students and more than a half of Ukrainian students preferred mutual-face concern style, while about one third of Ukrainian students were inclined to self-face concern style. Among the main limitations of the study were such as, a small sample population size; heterogeneous character of the target groups, while the participants were mainly prospective teachers of English, some pre-service teachers specialized in other educational fields. To summarise, with the growing number of intercultural interactions in school settings due to cultural diversity in both countries, it is crucial to enhance CTDs as well as ICC in the academic context.

The Correlation Between Learning Sufism Moral And Spiritual Intelligence Of Prospective English Language Teachers In Islamic English Education Study Program

This research examines the relationship between learning Sufism morals (akhlak Sufism) and the spiritual intelligence of prospective English teachers. This literature review integrates the concept of Sufism morals, which emphasizes the formation of moral and spiritual character, with spiritual intelligence which is considered important in the teaching profession. This study found that learning Sufism morals can increase the spiritual awareness and professional ethics of prospective English teachers. High spiritual intelligence helps teachers face emotional and ethical challenges in teaching and supports the creation of a harmonious and inspiring learning environment. The results of this study indicate that the integration of Sufism morals learning in the English education curriculum can be an effective strategy for improving the quality of education and teacher character. It is hoped that prospective teachers who have strong spiritual intelligence can be good role models for their students, and contribute to the formation of a moral and noble generation.

Технологические основы обучения студентов – будущих учителей иностранного языка ведению англоязычного профессионально-педагогического блога

The aim of the study is to present the fundamentals of training technology for prospective English language teachers in the maintenance of an English language professional and pedagogical blog. The article considers a professional and pedagogical blog as a way of developing and improving students’ sociolinguistic skills, which are necessary for the implementation of written intercultural communication. This work outlines the results of the analysis of the most common sociolinguistic markers used by English language teachers during online interaction. The necessity of taking into account sociolinguistic variability in the Internet environment is substantiated. The description of four groups of sociolinguistic skills and presentation of the scope of their application in intercultural communication is allocated as a scientific novelty. As a result of the study, a technology of teaching students to maintain an English language professional and pedagogical blog is developed. The technology includes four stages.

Early Field Experiences of PTEs in ELT Programme of a State University in Türkiye

Teaching programs in Türkiye consist of a 4-year process. Internship practice takes place in the last year of this process, each in two separate terms. Prospective teachers observe, evaluate, prepare course content, and teach under the guidance of in-service English teachers in public schools affiliated with the Ministry of National Education and with the support of supervisors at the faculties and complete their internship. However, the timing of the process is thought to be too late, which is carried out during the 4-year education period and where prospective teachers will be actively involved in schools/real teaching environments and gain experience. "Early Field Experience", which is also found in the world literature and has exemplary applications, has been implemented in some private universities in Türkiye today but has not yet found its place in state universities. This current research studies the subject of “Early field experience”. The present study focussed on the effects of "Early Field Experience" practice in a state university in Türkiye. The study analyses the reflections of Early Field Experience (EFE) on prospective teachers' anxiety and makes the voices of prospective teachers heard. In this convergent mixed method study, STAS (Student Teacher Anxiety Scale - Hart, 1987) was used as a quantitative data collection tool, and a semi-structured interview form consisting of open-ended questions was employed for the qualitative part. In the study, prospective teachers of English had an EFE implementation process covering 10 weeks of observation and internship. The results of the quantitative data showed that there was a significant difference between pre-test and post-test scores for the level of anxiety of PTEs (t=4.16; p< .05) in favour of the post-test. Findings of interviews revealed that the prospective teachers' concerns were in the areas of teaching, students’ background, classroom management, readiness to teach, and burnout before the EFE; and after the EFE, they experienced improvements in classroom management, appropriate language use, readiness to teach, experience and teaching content.

Being an effective English teacher through internship: Voices from the involved parties

The Indonesian national curriculum encourages higher education stakeholders to provide an internship program to increase students’ employability. In the field of education, an internship comes in the form of a teaching practicum where all interns or prospective teachers get hands-on experience in schools to develop the characteristics of effective teachers. To identify areas for improvement in the running program, gathering insights from those involved is necessary. The current case study details how the internship program facilitates effective teaching for prospective teachers. This research also discussed recommendations from involved parties to obtain reliable references to improve the program. The data were collected by interviewing four prospective teachers, two university supervisors, and two mentor teachers. This study used transcribing, member checking, and coding to analyze the interview results. The data revealed that the four steps in the program, i.e., deployment, observation, coaching, and teaching practices, helped the prospective teachers to build a robust construct of effective teachers, including socio-affective skills, pedagogical competence, content knowledge, and personal qualities. Additionally, the findings demonstrated the participants’ suggestions related to several technical issues of the program and recommendations to the prospective teachers regarding what they should do in joining the program. Regardless rooms of improvements that the program should follow-up, all participants agree to say that the practice teaching facilitates prospective English teachers to develop competencies of being an effective teacher.

한국 영어 듣기학습자를 위한 다양한 영어 실제(authentic) 자료 보통속도 연구

Objectives Normal English speed is a core factor of characteristics of authentic spoken language; thus, its study is essential for teaching English listening. The purpose of this study is two fold: 1) To investigate English normal speed(160~190 wpm), which was claimed by Primsleur, et. al. 45 years ago; and 2) To find out whether normal speed is utilized in teaching of listening in Korean high schools.
 Methods To find out current normal English speed, we investigated 42 YouTube materials from varied genres. In addition, a survey was conducted with 22 prospective English teachers.
 Results The research findings on the speech rate for various genres are: speeches (135 wpm), dramas (141 wpm), talk shows (174 wpm), and news (185 wpm). We found out that the normal speed has been maintained for 45 years under similar conditions as measured by the news announcers' speeches. The survey reveals that slower than normal speed is utilized in English listening classes, which makes Korean learners of English experience difficulties in authentic situations.
 Conclusions Utilizing the normal speed is recommended on the Korean Scholastic Ability Test listening items and in the English classroom alike, to solve the speed gap between the English classroom in Korea and authentic situations in English.

HC-TPACK 모형 개발 및 적용

This study aims to enhance the competencies of English pre-service teachers in integrating technical knowledge and human-centered competency education for application in the context of middle and high school English education settings. To achieve this, it extends the traditional TPACK model to develop the HC-TPACK framework and the corresponding HC-TPACK-English model. The framework and model were designed through literature reviews and expert consultations, with the internal validity of the model secured through expert content validity assessments. The study also investigated how these pre-service English teachers incorporated both technical knowledge and human-centered competencies in their lesson designs, based on an analysis of their teaching-learning guides in classes using the model. The findings are as follows: First, the HC-TPACK model, which adds human-centered competencies to the traditional TPACK elements, is expected to help pre-service teachers adapt to future educational environments and develop innovative teaching methods. Second, the application of HC-TPACK enabled pre-service teachers to plan lessons that integrate technology in lesson design and strengthen human-centered competencies. This could be confirmed in the lesson plans of prospective English teachers. These results highlight the importance of an integrated approach to content, teaching methods, competencies, and technology utilization for teacher education program developers and educators.

Prospective English language teachers’ self-efficacy beliefs in English language teaching environment

This study examines prospective English language teachers’ self-efficacy beliefs in English language teaching environment. Self-efficacy as ability can impact on students doing task sufficiently. Nowadays self-efficacy plays an important role in developing English language proficiency, because the term “self-efficacy” demonstrates individuals’ competence. Therefore in order to prepare qualified future English teachers, their self-efficacy beliefs also should be tested. For that reason, the purpose of this research study was to figure out prospective English language teachers’ self-efficacy beliefs. Participants of present research study were 54 students, enrolled at Foreign Languages Teaching Department of Khoja Akhmet Yassawi International Kazakh-Turkish University. Quantitative research design was used in this study to describe the current condition of future teachers. The data was collected with the help of online questionnaire, through survey method prepared by Google form. Results demonstrated that future English teachers possess adequate level of self-efficacy beliefs. There were not significant differences between male and female undergraduate students, due to Mann-Whitney’s Utest analysis. Overall, research study provided information about undergraduate students’ self-efficacy beliefs using Statistical Package for the Social Sciences (SPSS) program which played a huge role to examine the data.

Prospective English language teachers' understandings of global English language teaching

AbstractDespite various calls for a thorough re‐conceptualization of current English language teaching (ELT) practices, incorporating courses for critical perspectives on linguistic and cultural diversity is still a major challenge in most teacher education programmes in many English as a foreign language (EFL) countries. Therefore, we explored the evolving perspectives of English as a global language among Turkish pre‐service English teachers (PELTs) in response to a global Englishes‐focused curriculum. Using self‐report data, the study reveals participants' complex and diverse views on language varieties in English as a Lingua Franca (ELF) communication, driven by various reasons. After a GE‐oriented course, most participants shifted to plurilithic orientations as they softened their beliefs in native‐speaker English superiority and developed a more sophisticated understanding of English. Seven participants with monolithic orientation appeared to reduce the complex and dynamic nature of language to racialized stereotypes associated with native speaker norms. Based on the findings, how language orientations and ideologies may inform teacher preparation in language teaching was discussed. Several recommendations for further research and preparation of PELTs were made.

ASYNCHRONOUS AND SYNCHRONOUS СONTENT OF BLENDED LEARNING FOR PROSPECTIVE ENGLISH UNIVERSITY TEACHERS

The architecture of blended learning (BL) in the training of prospective English teachers in higher education establishments was illuminated, particularly emphasizing the synchronous and asynchronous content and learning modes, which are an integral basis for the development of their professionally oriented communicative competence (POCC). A multi-faceted methodological approach – encompassing analysis, synthesis, comparison, and generalization – served as the analytical lens for scrutinizing the extant scientific literature, undertaking categorical evaluations of core concepts, and delineating their interrelations. BL was positioned as a purposeful process of dissemination and assimilation of knowledge, enhancing an array of speech fluency, linguistic understanding, sociocultural awareness, educational and strategic competences, cognitive activities of Master’s degree students. It offers a nuanced hybridization of distance (remote) and traditional (conventional) learning paradigms, effectively enriching the learning process while enabling their independent (self-study) learning. A functional scheme of the content area of BL covers three generic notions and is considered as a multifarious interactive space that serves as a catalyst for educational synergy, fostering holistic interactions between students, teachers, and the curriculum, where two subcategories of asynchronous learning mode are distinguished: collaborative (group-based) and independent (individual-based). The research introduced a pedagogical blueprint encompassing a repertoire of synchronous and asynchronous learning modes that can be configured in the following varieties: synchronous-group, asynchronous-group, synchronous-individual, asynchronousindividual, virtual-synchronous and face-to-face-synchronous.

English as a lingua franca, world Englishes, and the preparation of language teachers: An awareness‐raising experience in an English teacher education program in Colombia

AbstractThis study builds on previous research (Galloway & Rose, 2018) that underlines the necessity of raising awareness of distinct kinds of English among prospective English instructors in expanding circle nations. The participants were exposed to these themes through a series of student‐led presentations that used English as a lingua franca and World Englishes as a theoretical foundation. The data were gathered through student reports, individual reflections, and semi‐structured interviews and were evaluated thematically. The findings demonstrated a development of new perspectives and understandings, a sense of contribution of the theme of World Englishes to teacher professional development, and the participants' positioning as equally skilled users of English. Thus, the study discusses the possibilities and challenges of gradually incorporating English as a lingua franca and World Englishes in the preparation of prospective English teachers.

Professionally focused communicative competence of prospective foreign language university teachers as a modern trend in higher education

The article analyses the present condition of training foreign language teachers / university teachers using pertinent scientific sources. Its objective is to comprehend the scientific developments in cultivating intercultural communicative competence among prospective educators, which have been acknowledged in the scientific realm. This understanding is central to the creation of a theoretical structure for the establishment of professionally focused communicative competence (PFCC) in prospective English university teachers. Despite the progressions in artificial intelligence, teaching professions remain crucial, as automated systems cannot substitute them entirely. The study utilizes analysis, synthesis, comparison, and generalization to comprehensively examine scientific and methodological literature, as well as European and national higher education regulations. It presents a categorical evaluation of «professionally focused communicative competence», which is a subcategory of «intercultural communicative competence». The current state of methodological foundations and scientific support of the process of formation of prospective university specialists’ intercultural communicative competence outlines the following problems: incomplete detailing in the professionally focused foreign language training of bachelors and masters of education; lack of a state standard of higher language education for the training of future teachers / university teachers of English as a Foreign Language (EFL); limitations of textbooks and manuals for students of the second (master’s) level of higher education. For the successful implementation of the researched training in scientific theory and practice there is an understanding of the need to design: a holistic concept of intercultural foreign language teaching across various educational institutions, (proposed by S. Y. Nikolaieva), based on the principle of continuity; a foreign language training system for future educational specialists, taking into account the specifics of their specialty and further professional development, requirements for foreign language proficiency, needs of the rapidly changing labour market and, as a result, modernisation of professional training technologies, practical implementation of effective forms and methods of their training in the educational process of higher education institutions

예비영어교사의 평가 전문성 신장 지도 방안

Objectives Given the necessity and importance of improving the pre-service English teachers’ assessing ex-pertise, this study was to propose an instruction for improving their assessing expertise through process-based assessment, to conduct the instruction to them, and to examine their perceptions of it.
 Methods For this purpose, based on the literature on assessment theory and process-based assessment, an in-struction plan for improving assessing expertise through process-based assessment was devised. This was con-ducted on 20 pre-service English teachers at a university in Seoul in the second semester of 2022, and their per-ceptions of the instruction were analyzed through self-assessment, self-reflection reports, and a questionnaire survey.
 Results As for the instruction, six types of process-based assessing methods were used to organically link teach-ing, learning, and assessment throughout the semester, to manage the learner-centered class, and to provide them with individual feedback. As a result, the prospective English teachers were found to perceive that their as-sessing expertise was changed and developed in various aspects.
 Conclusions This study revealed that compared to the instruction through product-based assessment, focusing on paper-and-pencil tests, the suggested instruction was conducive to developing the prospective teachers’ knowledge, skills, and attitude toward the assessment field. Therefore, it was concluded that the instruction through process-based assessment could be a way to enhance prospective English teachers’ assessing ex-pertise and related research should continue to be conducted in the future.

Motivation and Factors Affecting Pre-Service English Teacher in Joining Webinar Session

In the pandemic due to COVID-19, a massive online learning process is being carried out in education. This study aims to investigate types of motivation and identify factors that influence motivation among pre-service English teachers to participate in webinars as learning material in a distance learning context. This research is descriptive research using a mixed methods research design. The sample for this research consisted of 96 teachers. The methods used to collect data were questionnaires and interviews. The data collection instrument uses a questionnaire sheet and interview guide. The data was tabulated and analyzed quantitatively using descriptive statistical analysis to categorize the data and determine the percentage of data. The research results show that the motivation of pre-service English teachers is dominated by extrinsic motivation. It has a significant impact on student motivation to take part in webinars. Several important points about respondents' motivation for webinars are useful for increasing and enhancing their motivation for participating in webinars to increase professional development as prospective English teachers.

Interculture-Based Language Learning Model to Improve Prospective English Teachers’ Speaking Skills Viewed From Linguistic Awareness

Interculture-Based Language Learning Model to Improve Prospective English Teachers’ Speaking Skills Viewed From Linguistic Awareness

DEVELOPMENT OF VISUAL AUDITORY KINESTHETIC LEARNING MODEL BASED ON LOCAL WISDOM TO INCREASE THE COMPETENCY OF PROSPECTIVE TEACHERS IN LITERATURE

Writing is one of the skills that everyone must have, especially UMSU English Department students as prospective teachers. This research was conducted to develop visual, auditory, and kinesthetic learning models based on local wisdom to improve prospective English teachers' skills in the literature field. This research aims to present the results of the VAK learning model based on local wisdom to improve prospective English teachers' literature skills through writing literary works, especially fairy tales. The research method used to develop a VAK learning model based on local wisdom is research and development, with the 4RD model development process. The data collection techniques used were interviews, observation, and instruments. The data analysis technique used is quantitative descriptive analysis. The results of the validity assessment show that the average score achieved was 92/100 points. The percentage of teachers responding to the application of teaching materials was 93.7%. With the results achieved, the development of this learning model is very reasonable and applicable. The results of activities implementing the VAK learning model based on students' local intelligence in writing literary works reached an average of 89.8%. In other words, the learning model above is good and can be used.