Journal articles: 'Pre-service teachers writing'

1

Wang, Le, Pengpeng Feng, and Jing Chen. "Pre-Service Teachers' Development of Digital Literacies." International Journal of Computer-Assisted Language Learning and Teaching 7, no. 3 (July 2017): 21–39. http://dx.doi.org/10.4018/ijcallt.2017070102.

Full text

Abstract:

Digital literacies are gaining popularity in teacher education over the past decade, but little research has been conducted on the developmental trajectories of pre-service teachers' digital literacies while digital practices in their daily routines cannot necessarily be transformed into digital literacies in the educational setting. Using a case study methodology, four L2 Chinese pre-service teachers were examined during the spring semester of 2016 when they assisted teaching in a wiki writing classroom. Data was collected through semi-structured interviews and observation diaries. Drawing upon the framework of digital literacies, this article identifies the core components and traces the developmental trajectories of digital literacies in a wiki-based collaborative writing context: attitudes towards technology and application (Thinking), task organization and feedback provision (Doing), modes and genres (Meaning), teacher-student relations (Relating), and roles and responsibilities (Being).

APA, Harvard, Vancouver, ISO, and other styles

2

Kim, Mi Kyong. "Pre-service Teachers’ Reflective Journal Writing on Practicum." Modern English Education 19, no. 2 (May 31, 2018): 30–41. http://dx.doi.org/10.18095/meeso.2018.19.2.04.

Full text

APA, Harvard, Vancouver, ISO, and other styles

3

Kustati, Martin, and Hidayat Al-Azmi. "Pre-Service Teachers' Attitude on ELT Research." Research in Social Sciences and Technology 3, no. 2 (May 20, 2018): 1–13. http://dx.doi.org/10.46303/ressat.03.02.1.

Full text

Abstract:

This paper reports on a research determining the attitudes of pre-service EFL teachersâ€™ attitude to research in English language teaching (ELT) in Indonesia. A mixed method was used in this study. A survey questionnaire was completed by 217 (F= 187, M=30) participants who enrolled in the fourth year of undergraduate teacher education. Then, interview was used to identify their problems in conducting the research. The participants acknowledged that they had positive attitudes towards research in ELT. Meanwhile, they had negative views about English department involvement in their research. While there were no significant sex differences in the attitudes to ELT research. The interview findings revealed that there were some factors that made them get difficulties in doing their research. The pedagogical implications of the study for the pre-service teachers include the need to be aware of the significant relationship between attitude and background in research practice and they should be trained formally on conducting and writing ELT research.

APA, Harvard, Vancouver, ISO, and other styles

4

Espinoza, Angie Quintanilla, Steffanie Kloss Medina, and Pedro Salcedo Lagos. "How do Chilean Pre-Service Teachers Correct Errors in Writing?" Revista Brasileira de Linguística Aplicada 18, no. 3 (June 11, 2018): 561–79. http://dx.doi.org/10.1590/1984-6398201812447.

Full text

Abstract:

ABSTRACT Most research on error correction has dealt with feedback strategies used in the classroom and the effect of these strategies on students’ performance. However, not much research has been conducted on pre-service teachers’ actual competence on giving written corrective feedback. With this idea in mind, a study was conducted in order to investigate the way pre-service teachers of English correct students’ errors in writing. For this, the participants were asked to complete an error correction task that required the teacher to mark a student’s opinion essay in the way they would normally do as part of their teaching practices and to answer a questionnaire related to the way they had corrected the task. The results showed that most teachers tend to correct errors comprehensively, rather than selectively, opting for direct rather than indirect feedback strategies.

APA, Harvard, Vancouver, ISO, and other styles

5

Saavedra-Jeldres, Pamela Andrea, and Mónica Campos-Espinoza. "Chilean Pre-Service Teachers’ Perceptions Towards Benefits and Challenges of EFL Writing Portfolios." Profile: Issues in Teachers´ Professional Development 21, no. 2 (July 1, 2019): 79–96. http://dx.doi.org/10.15446/profile.v21n2.73116.

Full text

Abstract:

Although keeping writing portfolios has proved to be a successful strategy in developing writing skills in English as a foreign language, few studies have focused on pre-service teachers at the pre-intermediate level. This study aims to describe pre-service teachers’ perceptions towards portfolio keeping. The sample consisted of 51 first-year students from an initial English language teacher education programme at a university in Southern Chile. A writing portfolio-based class was implemented over a seventeen-week period. Data were collected through an adapted questionnaire and a focus group conducted at the end of term. Results show that pre-service teachers value the strategy; they perceive they have improved their writing and reflection skills. They also draw attention to some challenges to be considered in the planning and implementation phases of the strategy.

APA, Harvard, Vancouver, ISO, and other styles

6

Bright, George W., Margaret Hunsberger, and George D. Labercane. "Electronic Letter Writing Between Children and Pre-Service Teachers:." Computers in the Schools 5, no. 1-2 (October 14, 1988): 285–99. http://dx.doi.org/10.1300/j025v05n01_26.

Full text

APA, Harvard, Vancouver, ISO, and other styles

7

Musanti, Sandra I., and Alma D. Rodríguez. "Translanguaging in bilingual teacher preparation: Exploring pre-service bilingual teachers’ academic writing." Bilingual Research Journal 40, no. 1 (January 2, 2017): 38–54. http://dx.doi.org/10.1080/15235882.2016.1276028.

Full text

APA, Harvard, Vancouver, ISO, and other styles

8

Haerazi, Haerazi, I. Made Permadi Utama, and Heri Hidayatullah. "Mobile Applications to Improve English Writing Skills Viewed from Critical Thinking Ability for Pre-Service Teachers." International Journal of Interactive Mobile Technologies (iJIM) 14, no. 07 (May 6, 2020): 58. http://dx.doi.org/10.3991/ijim.v14i07.11900.

Full text

Abstract:

This study was aimed at investigating; (1) the pre-service teachers used the MobApps (WhatsApp, U-Dictionary, and Email) to participate in mobile-assisted language learning (MALL) viewed from the critical thinking ability in the teaching of writing skills and; (2) the effectiveness of the Mobile-assisted language learning (MALL) towards pre-service teachers’ writing skills in relation to critical thinking ability. This study was a mixed method using the concurrent embedded strategy. The researchers involve qualitative strategies and quantitative strategies. Both kinds of data are collected simultaneously. This study was conducted in the English language education departments of FPBS IKIP Mataram, Indonesia. 58 pre-service teachers were involved in this study. The qualitative data were attained from pre-service teachers attending the writing classes using observation sheets. Meanwhile, the quantitative data were gained from experimental design through a nonequivalent control-group design. The groups were evaluated by using a writing test and a critical thinking test. The results showed that the pre-service teachers conducted a discussion of what they have to write. The learning activities are done under several stages. The end of this is that the pre-service teachers are able to create a complete descriptive text. Besides, the use of the MALL model was more effective than non-mobile learning to improve pre-service teachers’ writing skills viewed from critical thinking skills.

APA, Harvard, Vancouver, ISO, and other styles

9

Ryu, Bora. "Pre-service Korean Language Teachers’ Self-perception of Writing and Writing Ability." Korean Association For Learner-Centered Curriculum And Instruction 19, no. 2 (January 31, 2019): 397–417. http://dx.doi.org/10.22251/jlcci.2019.19.2.397.

Full text

APA, Harvard, Vancouver, ISO, and other styles

10

Frigillano, Shirley. "Prevalent Academic Cheating Practices Among Pre-Service Teachers." International Journal of English Language Studies 4, no. 7 (July 30, 2021): 05–14. http://dx.doi.org/10.32996/ijels.2021.3.7.2.

Full text

Abstract:

This descriptive study determined the pre-service teachers’ extent of engagement in academic cheating in exams, assignments, and bibliography. The study utilized the validated researcher-made instrument for data gathering. Mean, SD, ANOVA, and Mann Whitney U obtained the quantitative results. Findings revealed that academic cheating was prevalent among the pre-service teachers with high engagement in writing or citing correct bibliography. They claimed ideas as one’s design work, cited sources without reading the complete article, and copying someone’s ideas as a foundation for writing. Pre-service teachers cheated on exams by studying from previous tests and sharing with/copying the answers with/from peers. In terms of assignment, they worked with others on an individual project, received help on an individual assignment without the instructor’s permission, and watched the film/video version - rather than reading the assigned book. Pre-service teachers from secondary and elementary levels significantly varied in their extent of academic cheating engagement in writing or citing bibliographies, and they manifested a similar extent of engagement in academic cheating in exams and assignments. Pre-service teachers, who specialize in English, Filipino, Math, and Social Studies, significantly differed in their extent of engagement in academic cheating. Low regard for school rules and policies, lack of self-study, increased use of electronic media, and the concept that everyone does it may have influenced these academic misconducts. Academic cheating as an unethical behavior needs to be explained among the pre-service teachers being the future model educators. Strict rules and policies need to be implemented to keep up academic integrity in the learning institution.

APA, Harvard, Vancouver, ISO, and other styles

11

Lee, Cheu-Jey. "Learning to Teach through Writing with Students." Language and Literacy 19, no. 4 (September 25, 2017): 112. http://dx.doi.org/10.20360/g2xm2t.

Full text

Abstract:

This paper presents a study of how dialogical notes can be used to inform teaching. A total of 43 pre-service teachers were asked to write dialogical notes back and forth with their students for one semester during the practicum. Their notes and reflections were analyzed to see what the pre-service teachers learned about their students through note writing. In addition, the impact of note writing on the pre-service teachers’ teaching was also investigated. This paper argues that dialogical notes serve as a viable tool for teachers to know students on a deeper level as well as to plan and adapt their teaching accordingly.

APA, Harvard, Vancouver, ISO, and other styles

12

Anggrarini, Natalia. "Pedagogical Competence of Pre-Service Teachers in Implementing PJBL (Project Based Learning)." Wiralodra English Journal 2, no. 1 (February 5, 2018): 132–39. http://dx.doi.org/10.31943/wej.v2i1.30.

Full text

Abstract:

This study described and explained the pedagogical competence of Pre service English teachers in Indonesia in implementing Project Based Learning in teaching writing narrative text during apprenticeship program. It described the implementation of Project Based Learning (PJBL) done by pre-service teachers. The steps in project based learning were getting the idea, design the project, tune the project, do the project and exhibit the project. This study used qualitative approach by describing the implementation of the PJBL. The subjects were four teacher candidates of VI semester English Department in Wiralodra University. The findings showed that the concept of PJBL not completely actualized in the classroom. This condition lead to problematic situation for the pre-service teachers. Comprehensive understanding should be taken by pre-service teacher in implementing PJBL in teaching writing narrative text. It is needed to achieve the target of English learning. Thus a deeper understanding of PJBL is needed not only the technical implementation but also cognitive implementation.

APA, Harvard, Vancouver, ISO, and other styles

13

Barrios, Elvira. "Spanish pre-service teachers of English." Revista Española de Lingüística Aplicada/Spanish Journal of Applied Linguistics 28, no. 1 (September 10, 2015): 48–72. http://dx.doi.org/10.1075/resla.28.1.03bar.

Full text

Abstract:

This study examined patterns of perceived strategy use among prospective Spanish primary teachers of English and the relationship between those strategies and the prospective teachers’ English proficiency. A total of 116 student teachers were administered the Oxford’s Strategy Inventory for Language Learning (SILL) version 7.0 (ESL/EFL). The Oxford Placement Test was used to obtain a measure of proficiency in English. Descriptive statistics, a post hoc thematic analysis and Spearman correlation coefficients were used to analyze the data. The results showed that the participants were medium-to-high strategy users overall and that they reported using metacognitive strategies and those relating to understanding most frequently, while memory and affective strategies were used least frequently. According to the self-reported study data, the most frequently-used individual strategy involved paying attention to language whereas the least-used strategy involved writing down feelings in a learning diary. Findings indicate a generally low correlation between strategy group scores and English proficiency. In addition, there is no significant correlation between the SILL and proficiency scores; however, when the low-use strategies are not computed for the measure of frequency of language learning strategy use, a significant positive correlation is found between self-reported frequency of strategy use and proficiency.

APA, Harvard, Vancouver, ISO, and other styles

14

Al-Haddad, Sana Saeed. "The Effect of Geometry Journal Writing on Pre-Service Teachers." International Journal for Cross-Disciplinary Subjects in Education 4, no. 3 (September 1, 2013): 1243–50. http://dx.doi.org/10.20533/ijcdse.2042.6364.2013.0174.

Full text

APA, Harvard, Vancouver, ISO, and other styles

15

Sung-Yeon Kim and 박보경. "Pre-service Teachers’ Experience of Online Content-based English Writing." Multimedia-Assisted Language Learning 18, no. 2 (June 2015): 88–111. http://dx.doi.org/10.15702/mall.2015.18.2.88.

Full text

APA, Harvard, Vancouver, ISO, and other styles

16

Bailes, Cynthia Neese, Patricia Hulsebosch, and David S. Martin. "Reflective Journal Writing: Deaf Pre-Service Teachers With Hearing Children." Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children 33, no. 3 (July 21, 2010): 234–47. http://dx.doi.org/10.1177/0888406409356763.

Full text

APA, Harvard, Vancouver, ISO, and other styles

17

Nor Pazilah, Fetylyana, Harwati Hashim, and Melor Md Yunus. "Service-learning in English as a Second Language Teacher Training Program: Exploring Pre- service Teachers’ Authentic Learning Experiences." Arab World English Journal 12, no. 2 (June 15, 2021): 377–98. http://dx.doi.org/10.24093/awej/vol12no2.26.

Full text

Abstract:

As the world we live in has become more digitalized, challenges are occurring left and right, especially in the education field. In gaining quality teachers, there is a need to train future educators to have the ability to adapt to the ever-changing technology and global changes. However, pre-service teachers often seem unprepared and unable to adapt to changes. Hence, implementing service-learning in the teacher training program is vital as it provides the opportunity to engage and experience 21st-century real classroom lessons. Service-learning has also been proven to be an effective approach in training pre-service teachers. This paper aims to investigate the perceptions of pre-service teachers toward service-learning in terms of authentic learning experiences. It highlights how the implementation of service-learning approach in learning to teach writing in a second language context facilitates pre-service teachers in terms of authentic experience. A qualitative method was conducted to investigate the authentic learning experiences among 54 pre-service teachers in a public university in Malaysia. Data were collected through open-ended questions. Based on this study, the findings showed that the pre-service teachers could experience the real-life environment of teaching and learning and applying educational theories learned. They were also able to obtain hands-on experience in interacting with the students and marking their sample essays. It is hoped that future teachers and educational organizations can benefit from understanding the benefits of service-learning in teacher training programs. Future researchers could investigate the challenges of service-learning in teacher training programs.

APA, Harvard, Vancouver, ISO, and other styles

18

Sumekto, Didik Rinan, and Heny Setyawati. "Measuring Peer Feedback on Writing Class: A Study on Third-Semester Pre-Service English Teachers." Lingua Cultura 13, no. 1 (April 15, 2019): 45. http://dx.doi.org/10.21512/lc.v13i1.5058.

Full text

Abstract:

This research aimed to measure the contributions of students’ peer feedback set in the collaborative writing class. Of 144 population, 55 undergraduate English education students were involved as the participants in a quasi-experimental research design which was conducted through a non-randomized five experimental and five control groups. There were 25 experimental participants attended in the regular classes with the collaborative writing class syntax, namely; genres selection, problem-based learning, genres, and peer feedback practices, while other 30 control participants naturally attended in the same activity. Data were collected through the collaborative writing’s pre- and post-test, and peer feedback instruments within four weeks of the lectures. Data analysis used the Mann-Whitney U, and Wilcoxon signed rank tests. The findings show that the collaborative writing’s peer feedback positively contributes to students’ writing skills and learning awareness resulted in the post-tests. Peer feedback may correct students’ writing mistakes and contribute a significant difference between the experimental and control groups (Z=-2,471; p≤0,05). Peer feedback socially tightens students’ collaborative writing and promotes a mutual relationship among group members, and reduces lecturer’s feedback.

APA, Harvard, Vancouver, ISO, and other styles

19

Kousa, Päivi, Maija Aksela, and Vesna Ferk Savec. "PRE-SERVICE TEACHERS´ BELIEFS ABOUT THE BENEFITS AND CHALLENGES OF STSE BASED SCHOOL-INDUSTRY COLLABORATION AND PRACTICES IN SCIENCE EDUCATION." Journal of Baltic Science Education 17, no. 6 (December 10, 2018): 1034–45. http://dx.doi.org/10.33225/jbse/18.17.1034.

Full text

Abstract:

School-industry collaboration can be an effective way to implement STSE issues to teaching. However, teachers´ negative beliefs, lack of knowledge, resources, support and opportunities to collaborate with companies can impede the efficient implementation. In this case-study, 42 Finnish and Slovenian pre-service teachers´ STSE beliefs were first examined before and after the school-industry collaboration course by survey. After the course, beliefs of 8 Finnish pre-service teachers were analyzed in more detail by open-ended questionnaires and reflective writing. The pre-service teachers were more confident to teach STSE issues after the course in both countries. However, they needed more support and knowledge from the community members they collaborated with (i.e. representatives of industries, university teacher, student colleagues and school teachers). The industry-based teaching material was considered beneficiary especially for mixed-ability classrooms and the whole course was regarded useful for future practices. The results of this research highlight the importance of pre-service teacher education and practices with STSE issues. The positive and negative beliefs should be examined frequently already during the pre-service education in order to develop tools for teacher support and encouragement. This research promotes a practical example and ideas of a local school-company collaboration. Keywords: school-industry collaboration, sience teacher education, STSE issues, teachers´ beliefs.

APA, Harvard, Vancouver, ISO, and other styles

20

Selen Kula, Sultan, and Mutlu Pınar Demirci Güler. "University-school cooperation: Perspectives of pre-service teachers, practice teachers and faculty members." Asian Journal of University Education 17, no. 1 (March 8, 2021): 47. http://dx.doi.org/10.24191/ajue.v17i1.12620.

Full text

Abstract:

The research aimed to determine the views and expectations of pre-service teachers studying in the field of classroom teaching, practice teachers in practice schools, and faculty members responsible for courses related to teaching practice regarding teaching practice processes. The research was designed as a case study from qualitative research designs. The study group consists of 36 female and 9 male, aged between 21 and 25, totally of 45 pre-service teachers; 16 female and 30 male, aged between 30 and 51, totally of 46 practice teachers; 4 female and 7 male, aged between 30 and 51, totally of 11 faculty members. The data was collected in writing with separate forms for pre-service teachers, practice teachers, and faculty members. The data was analyzed by thematic analysis. The results of the research suggest that the existing operation regarding the university-school collaboration is insufficient and those pre-service teachers have the expectation to increase the practice courses in terms of number and duration. It is thought that the interaction between the university and the school should be improved in all aspects. This research is expected to be a guide for revealing expectations of related parties and improving the process during the teaching practice. Keywords: Pre-service teacher, Teacher training, Teaching practice, University-school cooperation.

APA, Harvard, Vancouver, ISO, and other styles

21

Kim, SungSuk, and HyunJung Choi. "The Effects of Reflective Writing on Pre-service Early Childhood Teachers’ Writing Ability and Writing Efficacy." Korean Association For Learner-Centered Curriculum And Instruction 18, no. 20 (October 30, 2018): 733–53. http://dx.doi.org/10.22251/jlcci.2018.18.20.733.

Full text

APA, Harvard, Vancouver, ISO, and other styles

22

Sams, Brandon L., and Mike P. Cook. "(Un)Sanctioned: young adult literature as meaningful sponsor for writing teacher education." English Teaching: Practice & Critique 18, no. 1 (April 8, 2019): 70–84. http://dx.doi.org/10.1108/etpc-06-2018-0065.

Full text

Abstract:

Purpose The purpose of this paper is to examine youth literacy and writing practices in select, contemporary young adult literature (YAL), especially how and why literate activity is sponsored, negotiated or occluded by teachers and schools. Design/methodology/approach The authors position young adult fiction as case studies of youth composing in and out of school. Drawing on Stake's (1995) features of case study research in education, the authors present readings of Gabi, a Girl in Pieces by Isabel Quintero and The Vigilante Poets of Selwyn Academy by Kate Hattemer that highlight particular problems and insights about youth literacy practices that are worth extended examination and reflection. Findings Both novels feature youth engaging in powerful literacy and writing practices across a range of modes to critically read and write their worlds. These particular texts – and other YAL featuring youth composing – offer teacher educators and pre-service teachers opportunities for critical reflection on their evolving stances on literacy instruction; identities as writing and literacy educators; and pedagogies that enable robust literate activity. Originality/value In the US educational context, teacher education programs are required to provide pre-service teachers numerous opportunities to observe and participate as teachers in public school classrooms. YAL offers a unique setting of experience that can be productively paired with more traditional field placements to complement pre-service writing teacher education. Reading YAL featuring youth composing can serve as a useful occasion of reflection on pedagogies that limit and/or make possible students’ meaningful engagement with words and the world.

APA, Harvard, Vancouver, ISO, and other styles

23

Sumekto, Didik Rinan. "The Effectiveness of Pre-Service English Teachers’ Collaborative Genre-Based Writing Feedback." Lingua Cultura 11, no. 1 (May 31, 2017): 31. http://dx.doi.org/10.21512/lc.v11i1.1595.

Full text

Abstract:

This study investigated the collaborative genre-based effectiveness among the pre-service English teachers (PSETs). Data collection used the genre-based writing feedback observation upon its reflection and instruction and need analysis questionnaire. The data analysis used multivariate statistics method to generalize the writing tests. The findings show that the PSETs’ feedback supported the interaction, accountability, and interdependence. These aspects are due to the collaborative participation in groups, in which the PSETs work with the flexibility, entirely performed the quality, and contributed in positive attitude during the meetings and assignments. The feedback emphasiz the learning improvement within the formative reflection through the general linear model (GLM) repeated measures analysis, where F=6,114 and p<0,01. This study concludes that the collaborative genre-based writing feedback has the positive response from the PSETs. The determinant ranges gains in between 85% to 90% after a series of genre-based writing lectures were conducted.

APA, Harvard, Vancouver, ISO, and other styles

24

Widana, I. Wayan, I. Made Suarta, and I. Wayan Citrawan. "Penerapan Metode Simpang Tegar untuk Meningkatkan Kemampuan Guru dalam Penulisan PTK dan Artikel Ilmiah." JPM (Jurnal Pemberdayaan Masyarakat) 4, no. 1 (May 30, 2019): 365–75. http://dx.doi.org/10.21067/jpm.v4i1.3016.

Full text

Abstract:

The ability of SMAN 1 Selemadeg and SMAN 1 Kerambitan, Tabanan Regency, Bali Province teachers, in writing Classrom Action Research (CAR) reports and articles is very low. This problem has an impact on the delay of the promotion of teachers for many years, because one of the requirements is not fulfilled in the element of scientific papers. Community service aims to improve the ability of teachers in writing CAR and articles. To achieve these objectives, the Simpang Tegar method is implemented. Data on teacher understanding of the basic concepts of CAR and articles were collected using the test method. While the data on the skills of teachers writing CAR and articles are collected using observation and check-list of tasks given during mentoring. The results obtained are as follows: (1) teacher's understanding of the basic concepts of CAR and scientific articles increased from an average of 57.34 during the pre-test to 73.93 during the post-test; (2) teacher's skills of writing CAR reports and articles increased from an average of 45.41 before mentoring, to 68.58 after mentoring

APA, Harvard, Vancouver, ISO, and other styles

25

Ershova, T. "A model of developing language teachers’ professional communicative skills of providing written teacher feedback." Rhema, no. 2, 2019 (2019): 118–35. http://dx.doi.org/10.31862/2500-2953-2019-2-118-135.

Full text

Abstract:

This article looks at the process of assessing L2 student writing and providing written corrective feedback as a part of language teachers’ professional and communicative competences. The author suggests a model of designing a special training module for pre-service teachers aimed at the development of corresponding professional reading and writing skills, as well as the analysis of the results of its approbation.

APA, Harvard, Vancouver, ISO, and other styles

26

최건아. "A Study on Pre-service Teachers’ Journal Writing for Career Exploration." 한국어문교육 ll, no. 24 (February 2018): 65–91. http://dx.doi.org/10.24008/klle.2018..24.003.

Full text

APA, Harvard, Vancouver, ISO, and other styles

27

GUNER-OZER, Mediha, and S. Dilek BELET BOYACI. "Verba Volant, Scripta Manent: Writing Habits of Pre-Service Elementary Teachers." Eurasian Journal of Educational Research 20, no. 90 (November 30, 2020): 1–26. http://dx.doi.org/10.14689/ejer.2020.90.9.

Full text

APA, Harvard, Vancouver, ISO, and other styles

28

Özge Gül, ZEREY. "Pre-service EFL teachers’ foreign language writing anxiety: some associated factors." Dil Dergisi, no. 160 (2013): 42–65. http://dx.doi.org/10.1501/dilder_0000000190.

Full text

APA, Harvard, Vancouver, ISO, and other styles

29

Prahmana, Rully Charitas Indra, and Yaya S. Kusumah. "The Hypothetical Learning Trajectory on Research in Mathematics Education Using Research-Based Learning." Pedagogika 123, no. 3 (September 2, 2016): 42–54. http://dx.doi.org/10.15823/p.2016.32.

Full text

Abstract:

This study aims to create a learning trajectory on research in mathematics education using design research methodology to enhance research and academic writing skills for pre-service mathematics teachers. The fourteen pre-service mathematics teachers during 5 months period from one higher education institution in Tangerang – Indonesia was collected. The design research method was carried out in three phases: preliminary design phase, teaching experiments phase, and retrospective analysis phase. Initial data analysis of 14 pre-service teachers’ research and academic writing skills was conducted in six stages and the learning trajectories on this topic was identified. The fourteen pre-service teachers were divided into 7 groups and research independently to produce seven scientific articles. The six articles were published in the proceedings of Konferensi Nasional Matematika (National Congress of Mathematics) XVII 2014 and one article was published in the Elemen Journal Vol. 1 No. 1.

APA, Harvard, Vancouver, ISO, and other styles

30

Chavarría, Yenny, and Doris Correa. "Pre-Service EFL Teachers’ Responses to a Systemic Functional Linguistics Pedagogical Unit: An Experience in a Public University in Colombia." Íkala 26, no. 1 (December 4, 2020): 97–116. http://dx.doi.org/10.17533/udea.ikala.v26n01a11.

Full text

Abstract:

Acknowledging the need for pre-service teachers to learn about language structures, many teacher preparation programs have incorporated grammar courses into their curriculum. Recently, there has been a push from Systemic Functional Linguistic (SFL) scholars to switch to more functional views of grammar in these courses. Such a switch, scholars claim, can better prepare pre-service teachers (PST) for writing across the curriculum and for teaching writing to their prospective students. Despite the potential benefits, many efl teacher preparation programs are still cautious about providing instruction on SFL. This has created a gap in terms of how pre-service teachers would respond to this type of instruction. Considering this gap, scholars from a university in Medellín, Colombia implemented a three-month pedagogical unit within a grammar course, which intended to move pre-service teachers from traditional to functional views of grammar. As they did this, they conducted a case study which explored how psts responded to the implementation of this unit. Data analysis shows that psts’ responses do not always move in a straight line, that is, from resistance, to caution, to openness, but may very well vary depending on the sfl concept or premise that is being taught. The results suggest that English grammar courses offered in teacher preparation programs can have traditional grammar as a starting point and then move PSTs towards more functional and critical views. They also suggest the need to identify some strategies that could be used with PSTs who show either caution or resistance.

APA, Harvard, Vancouver, ISO, and other styles

31

Farías, Miguel, and Leonardo Véliz. "Multimodal Texts in Chilean English Teaching Education: Experiences From Educators and Pre-Service Teachers." Profile: Issues in Teachers´ Professional Development 21, no. 2 (July 1, 2019): 13–27. http://dx.doi.org/10.15446/profile.v21n2.75172.

Full text

Abstract:

Drawing on 10 pedagogical standards issued by the Chilean Ministry of Education, three dealing with multimodality, we, in this research, examined English language pre-service teachers’ and educators’ approaches to the use of multimodal texts. Data were gathered through two online surveys that explored the use of multimodal texts by teacher educators and pre-service teachers. Results indicate that educators were familiar with the standards and multimodality when teaching reading and writing, but lack of resources, preparation, and time prevents them from working with multimodal texts. Candidates read printed and digital newspapers, novels, and magazines outside university, but rarely use them academically. They extensively use social media, even for academic purposes. There is a mismatch between the use of multimodal texts by teacher candidates and teacher educators.

APA, Harvard, Vancouver, ISO, and other styles

32

Val Madin, Caroline, and Suyansah Swanto. "AN INQUIRY APPROACH TO FACILITATE REFLECTION IN ACTION RESEARCH FOR ESL PRE-SERVICE TEACHERS." TEFLIN Journal - A publication on the teaching and learning of English 30, no. 1 (July 30, 2019): 1. http://dx.doi.org/10.15639/teflinjournal.v30i1/1-21.

Full text

Abstract:

Reflection is a significant skill in action research, but many practitioners still display unsatisfactory reflective thinking levels, especially among teachers. Pre-service teachers, in particular, have voiced issues concerning their reflections in action research. Although reflections are personal and have infinite forms, research has demonstrated that using an inquiry approach can build reflection skills. This study aimed to identify pre-service teachers’ and their respective lecturer-supervisors’ views on the use of an inquiry approach to facilitate the reflection aspect in action research. A question-structured checklist was provided to the research participants to guide their reflection in action research. Data were collected from twenty (n=20) English as a Second Language (ESL) pre-service teachers and five (n=5) lecturer-supervisors in an Institute of Teacher Education Malaysia campus through follow-up interviews and focused group discussions. Findings revealed the benefits of the inquiry approach used in guiding the pre-service teachers’ reflections in their action research and writing the final reports. Feedback from the lecturer-supervisors suggested that the use of the inquiry approach had guided the pre-service teachers’ reflections to be more organized and relevant to the focus in each section in the report. Future recommendations on the application of an inquiry approach are suggested.

APA, Harvard, Vancouver, ISO, and other styles

33

Burke, Rachel, Emma Shaw, and Sally Baker. "Literacy autobiographies in pre-service teacher education: opportunities for therapeutic writing in widening participation contexts." Widening Participation and Lifelong Learning 21, no. 3 (November 1, 2019): 151–61. http://dx.doi.org/10.5456/wpll.21.3.151.

Full text

Abstract:

Literacy autobiographies, where learners write about significant events or experiences that have shaped their literate practices and identities, are commonly employed in composition courses as a means of encouraging author reflexivity. Here, we discuss the implementation of a literacy autobiography assignment in a pre-service teacher education course offered at a regional university in Australia. The assignment proved to be innovative, particularly resonating with the large proportion of pre-service teachers from first-in-family and traditionally underrepresented backgrounds in higher education, who often struggle with the literate practices privileged in the academy. Our observations suggest that these pre-service teachers embraced this novel university writing experience as an opportunity to make deeply personal connections with the course content and their own learning journeys. Our intention is to collectively consider important questions emerging from this innovative practice including: what do the deeply personal responses to this assignment suggest about university writing as a tool for making sense of past and present learning experiences; how can personal writing help to unpack the complex, power-laden relationships between literacy, biography and access; and how can autobiographical writing assist learners to reflect on the shifting identities (both literate and otherwise) associated with transitions into and through higher education?

APA, Harvard, Vancouver, ISO, and other styles

34

전영주. "The effective ways of developing English writing proficiency for pre-service teachers." Journal of the Korea English Education Society 9, no. 3 (December 2010): 251–73. http://dx.doi.org/10.18649/jkees.2010.9.3.251.

Full text

APA, Harvard, Vancouver, ISO, and other styles

35

Olan, Elsie L. "Narratives that Inform Pre-service Secondary English Teachers’ Writing Instruction and Pedagogy." Literacy Information and Computer Education Journal 6, no. 3 (September 1, 2015): 1956–63. http://dx.doi.org/10.20533/licej.2040.2589.2015.0261.

Full text

APA, Harvard, Vancouver, ISO, and other styles

36

Nousiainen, Maija, and Ismo T. Koponen. "Pre-Service Teachers’ Declarative Knowledge of Wave-Particle Dualism of Electrons and Photons: Finding Lexicons by Using Network Analysis." Education Sciences 10, no. 3 (March 17, 2020): 76. http://dx.doi.org/10.3390/educsci10030076.

Full text

Abstract:

Learning the wave-particle dualism of electrons and photons plays a central role in understanding quantum physics. Teaching it requires that the teacher is fluent in using abstract and uncommon terms. We inspect the lexical structures of pre-service teachers’ declarative knowledge about the wave-particle dualism of electrons and photons in the context of double-slit interference. The declarative knowledge is analyzed in the form of a lexical network of terms. We focus on lexical structures because, in teaching and learning, knowledge is communicated mostly through lexical structures, i.e., by speaking and writing. Using the lexical networks, we construct the lexicons used by pre-service teachers to express their knowledge of electrons and photons in the context of double-slit interference. The lexicons consist of eight different key terms, each representing a set of closely-related or synonymous terms. The lexicons by 14 pre-service teachers reveal remarkable variation and differences, and are strongly context-dependent. We also analyzed lexicons corresponding to two didactically-oriented research articles on the same topic and found that they also differ. Lexicons paralleling both texts are found among the pre-service teachers’ lexicons. However, only some of the pre-service teachers use such rich vocabulary as would indicate multi-faceted understanding of quantum entities.

APA, Harvard, Vancouver, ISO, and other styles

37

Pradnyana, I. Ketut Putra, Ni Luh Putu Eka Sulistia Dewi, and Dewa Ayu Eka Agustini. "EFL Pre-Service Teachers’ Perception Toward Process Approach in Teaching Writing At SMP Negeri 2 Banjar." Art of Teaching English as a Foreign Language 1, no. 1 (January 26, 2021): 44–54. http://dx.doi.org/10.36663/tatefl.v1i1.80.

Full text

Abstract:

The current study was intended to identify the English Foreign Language (EFL) pre-service teachers’ perception toward process approach in teaching writing at SMP Negeri 2 Banjar. This study was a basic interpretative study. In collecting the data, this study used questionnaire and interview. The study was followed by 5 preservice teachers at SMP Negeri 2 Banjar. The data from the questionnaire were analyzed descriptively and the data from the interview were analyzed using O’Connor and Gibson’s guidance. The study found that the teachers have positive and very positive perception towards process approach in teaching writing. It was also found that during the implementation of process approach, the teachers were aware of several challenges encountered, namely the limitations of students in developing ideas, weaknesses of students in aspects of language and students requires times to finish writing. Discussions and suggestions are further presented.

APA, Harvard, Vancouver, ISO, and other styles

38

Viáfara Gozález, John Jairo. "From pre-school to university: student-teachers’ characterize their EFL writing development." Colombian Applied Linguistics Journal, no. 10 (April 4, 2011): 73. http://dx.doi.org/10.14483/22487085.98.

Full text

Abstract:

A historical review of approaches used to support students’ writing in English as a foreign or second language, as well as of Colombian teachers’ efforts to guide their pupils’ in this area becomes the starting point for this qualitative research. The study explores the biographical narratives of EFL pre-service teachers from Universidad Pedagógica y Tecnológica de Colombia (UPTC) to describe how they have developed their writing in English. The research reveals the methodological practices to which participants have been exposed from their early schooling until their university education in Colombian institutions, most of them located in Boyacá. Finally, the pedagogical implications seek to provide reflective points for the education of in-service and pre-service teachers at a time when higher standards in students’ foreign language learning are expected.

APA, Harvard, Vancouver, ISO, and other styles

39

Villarreal Ballesteros, Ana Cecilia, Irlanda Olave Moreno, and Lizette Drusila Flores Delgado. "Teaching is Not Always Easy: Mexican Pre-service English Teachers’ Beliefs on Teaching and Learning." Journal of Language and Education 6, no. 3 (September 30, 2020): 36–51. http://dx.doi.org/10.17323/jle.2020.10116.

Full text

Abstract:

One of the main goals of language teacher education programs is to prepare professionals who can respond to the growing demands of society for quality instruction. However, we often find that training in current theories and methods has limited impact on pre-service teachers’ long established beliefs and ultimately on their practice. The purpose of this qualitative interpretative study is to explore the conceptual metaphors (Lakoff and Johnson, 2008) used by pre-service teachers when writing their teaching philosophy as a way of unveiling their underlying cognitive mappings. We propose that making future teachers aware of the entrenched metaphors they use to talk about teaching and learning might be a first step in changing their observable behavior. The results of this study show that in spite of exposure to current theories on teaching and learning, pre-service teachers tend to keep outdated theories. This work in conjunction with other strategies will help teacher trainers to foster integration of current ideas about teaching and learning in their students and to recognize their role in improving language education.

APA, Harvard, Vancouver, ISO, and other styles

40

Wardani, Duhita Savira, Muhammad Rizal Fauzi, Ruwaida Zafira, and Dian Kurniawati. "Creating Props: Improving Writing Skills of Teaching Materials of Elementary Teacher Education Students through Project-Based Learning Model." Mimbar Sekolah Dasar 7, no. 2 (December 28, 2020): 216–34. http://dx.doi.org/10.17509/mimbar-sd.v7i2.26334.

Full text

Abstract:

This study aimed to determine the improvement in writing skills of science teaching materials for elementary school teachers students through the Project-Based Learning (PjBL) model. This study used a quasi-experimental method with One Group Pretest-Posttest Design using portfolio assessment sheets to write science teaching materials. Data were analyzed using a T-test. This study's subjects were pre-service teacher students who contracted Natural Science Learning courses in the Elementary Teacher Education Program. The study results indicated that PjBL could increase pre-service teachers' skills in developing teaching materials relevant to the 21st-century skills, students' character, and the applicable curriculum. This result is evidenced by the results of the assessment, which increased significantly from 2.04 to 3.25. It is also based on the Wilcoxon test that Asymp.Sig. (2-tailed) 0.05 which is 0.000. It means that there is an influence in the form of an increase in the PjBL model's use of the writing skills of science teaching materials for elementary teacher students. This study recommends that the PjBL model can be used as an alternative learning model to improve the writing skills of teaching materials for students.

APA, Harvard, Vancouver, ISO, and other styles

41

Rusli, Rusreena, Harwati Hashim, Melor Md Yunus, Nur Yasmin Khairani Zakaria, and Helmi Norman. "Leveraging the Use of Social Media in Teaching Writing: A Qualitative Investigation among ESL Pre-Service Teachers." International Journal of Interactive Mobile Technologies (iJIM) 13, no. 11 (November 15, 2019): 85. http://dx.doi.org/10.3991/ijim.v13i11.10910.

Full text

Abstract:

Advances of technology and innovation suggest new form and paths in language teaching. Social media use can be a great influence for English as a Second Language (ESL) students especially in writing competency. Despite of many positive reports that presented affordances in social media use, however, there are insufficient studies that investigate ESL trainee teachers’ perception on this matter. Therefore, this study aimed to investigate ESL pre-service teachers’ views upon leveraging the use of social media in teaching of writing focusing on the opportunities and challenges. This study employed qualitative methods where thirty-four ESL pre-service teachers from a public university were involved. Based on the findings, it can be concluded that ESL pre-service teachers perceived the use of social media in teaching writing can be of beneficial and similarly challenging. Opportunities stated by the participants include enhancement in collaborative learning, supporting students’ self-directed learning and simplify the teaching and learning processes. On the other hand, the challenges mentioned by the participants are that social media can be a source of distraction, deterioration in language and plagiarism. Thus, it is advisable that teachers play their roles responsibly in managing students’ activities online and also be equipped with technology skills to enhance the establishments of social media in ESL teaching of writing.

APA, Harvard, Vancouver, ISO, and other styles

42

Varga-Dobai, Kinga. "Remixing Selfies: Arts-based Explorations of Funds of Knowledge, Meaning-Making, and Intercultural Learning in Literacy." International Journal of Multicultural Education 20, no. 2 (June 30, 2018): 117. http://dx.doi.org/10.18251/ijme.v20i2.1572.

Full text

Abstract:

This article describes an arts-based writing project, the Cultural Selfie, used in a pre-service teacher education classroom to explore the concept of funds of knowledge and to develop intercultural awareness. The Cultural Selfie as a visual interpretation provided a space for pre-service teachers to reflect critically on their everyday cultural and literacy practices and their teacher Self. In doing so, they used literacy as a form of meaning-making to examine concepts such as privilege, cultural bias, and discomfort, as well as strength and weakness in relating to different cultures.

APA, Harvard, Vancouver, ISO, and other styles

43

Karlsson, Monica. "Can Micro-teaching, Teacher Feedback/Feedforward and Reflective Writing Enhance Pre-service Teachers’ Pedagogical Content Knowledge of Grammar in English as a Second Language?" Journal of Language Teaching and Research 11, no. 2 (March 1, 2020): 145. http://dx.doi.org/10.17507/jltr.1102.02.

Full text

Abstract:

In the current study, 17 pre-service teachers at (upper) secondary school level studying English as a second language within the Swedish educational system were asked to give two mini-lessons each. Both focused on the teaching of grammar, a subarea towards which many teacher trainees have especially negative feelings. The aims were to explore the extent of the learners’ pedagogical content knowledge (PCK) and to investigate if, with the help of micro-teaching, teacher feedback/feedforward and reflective writing, their pedagogical content knowledge could be strengthened further, thus giving these pre-service teachers the boost they need to address grammatical issues in their future L2 classrooms. The findings show that the pre-service teachers’ PCK was low in connection with their first mini-lesson, but that with the scaffolding devices implemented it was enhanced, the subject knowledge component proving more easily consolidated than the pedagogical content component. As many as 15 of the 17 teacher trainees displayed positive scores on both components in their second mini-lesson, the learners who did the poorest in their first mini-lesson improving the most. Great individual differences were, however, also detected among the other learners.

APA, Harvard, Vancouver, ISO, and other styles

44

PALPANADAN, SARALA THULASI, and Venosha Ravana. "INTEGRATION OF PRODUCT AND PROCESS APPROACHES IN ESL CLASSROOMS." Asia Proceedings of Social Sciences 6, no. 1 (April 22, 2020): 80–83. http://dx.doi.org/10.31580/apss.v6i1.1270.

Full text

Abstract:

English as a second language (ESL) writing instructions demand a great deal of the teachers’ time and effort to prepare adequate writing lessons for their students. Teachers have to decide on the right approach to be selected as the instructional method to enhance students’ writing ability. Thus, this study investigates the preferred teaching practices (between the product and process approach) of 10 pre-service teachers’ in teaching writing and the effects on students’ written texts. The data were collected from observations, semi-structured interviews and students’ written texts. The data from the observation checklists were analyzed using Rasch Measurement Model which validated the study with a high value of alpha Cronbach (0.81). Thematic and textual analyses were conducted on participants’ views and the students’ written text respectively. The findings highlighted the pre-service teachers preferred to employ product approach as their main writing instruction where the students were found to prepare their written work based on the input provided to them. The students’ written work with linguistic accuracy was mainly focused but the students did not show much creatively. Thus, this study recommends that teachers should integrate process approach strategies into their writing instructions to enhance students’ writing more profoundly in the future.

APA, Harvard, Vancouver, ISO, and other styles

45

Nabhan, Salim. "PRE-SERVICE TEACHERS’ SELF-REGULATED LEARNING STRATEGY, MOTIVATION, AND REVISION BEHAVIORS IN EFL ACADEMIC WRITING." Jurnal Pendidikan Bahasa 8, no. 2 (December 27, 2019): 193. http://dx.doi.org/10.31571/bahasa.v8i2.1451.

Full text

Abstract:

The present study explored pre-service teachers’ self-regulated learning strategy and motivation in EFL academic writing. A further aim of the study is to investigate the relationship between their self-regulated learning strategy and motivation as well as to explore the revision behaviors in English academic writing. A questionnaire was administered to 56 pre-service teachers (PST) majoring English language education. The questionnaire covered 16 items of questions regarding self-regulated learning strategy comprising environmental process, behavioral process, and personal process, as well as motivation. PSTs’ revisions of academic writing were also assessed using writing revision categories to identify their revision behaviors. Descriptive analyses indicated that participants were moderate to high in their self-regulated learning strategy and motivation toward their writing activities. Furthermore, the result showed that despite the fact that self-regulated learning strategy in the aspect of environmental strategy and personal strategy did not significantly correlate with motivation, behavioral strategy significantly correlated with motivation. In addition to this, among the revision categories, the aspects of organization, citation, mechanics, language use, and references were the most common categories of revisions, while content and format were the least ones. The study might have implication on the PST’s EFL academic writing instruction. Keywords: self-regulated learning strategy, motivation, revision, EFL academic writing

APA, Harvard, Vancouver, ISO, and other styles

46

Díaz Larenas, Claudio, Lucía Ramos Leiva, and Mabel Ortiz Navarrete. "Rhetorical, Metacognitive, and Cognitive Strategies in Teacher Candidates’ Essay Writing." PROFILE Issues in Teachers' Professional Development 19, no. 2 (July 1, 2017): 87–100. http://dx.doi.org/10.15446/profile.v19n2.60231.

Full text

Abstract:

This paper reports on a study about the rhetoric, metacognitive, and cognitive strategies pre-service teachers use before and after a process-based writing intervention when completing an argumentative essay. The data were collected through two think-aloud protocols while 21 Chilean English as a foreign language pre-service teachers completed an essay task. The findings show that strategies such as summarizing, reaffirming, and selecting ideas were only evidenced during the post intervention essay, without the use of communication and socio-affective strategies in either of the two essays. All in all, a process-based writing intervention does not only influence the number of times a strategy is used, but also the number of students who employs strategies when writing an essay—two key considerations for the devising of any writing program.

APA, Harvard, Vancouver, ISO, and other styles

47

Son, Min Wook, and Soo Jin Lee. "A Study on Pre-service Secondary Mathematics Teachers’ Task Posing using Letter-Writing." Korean Association For Learner-Centered Curriculum And Instruction 17, no. 20 (September 24, 2017): 789–815. http://dx.doi.org/10.22251/jlcci.2017.17.20.789.

Full text

APA, Harvard, Vancouver, ISO, and other styles

48

Choi, Imsook. "Exploring the Views of the Teaching Profession Through Pre-service Teachers’ Writing Experience." Journal of Humanities and Social sciences 21 10, no. 4 (August 30, 2019): 675–90. http://dx.doi.org/10.22143/hss21.10.4.48.

Full text

APA, Harvard, Vancouver, ISO, and other styles

49

Kim, Mi Kyong. "Pre-service Teachers’ Reflective Journal Writing on Practicum : Focus of Reflection and Perceptions." Modern English Education 19, no. 2 (May 31, 2018): 30–41. http://dx.doi.org/10.18095/mee.2018.19.2.04.

Full text

APA, Harvard, Vancouver, ISO, and other styles

50

Loan, Nguyen Thi Thuy. "Reflective Teaching in an EFL Writing Instruction Course for Thai Pre-service Teachers." Journal of AsiaTEFL 16, no. 2 (June 30, 2019): 561–75. http://dx.doi.org/10.18823/asiatefl.2019.16.2.8.561.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Journal articles on the topic 'Pre-service teachers writing'

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles