Author:
Furqanul Aziez
Bio:
Furqanul Aziez is a lecturer at Muhammadiyah University of Purwokerto, Indonesia. He has been teaching for the university for twenty one years. He mostly teaches on BA and MA courses in Lexical Study, Language Testing, and Innovations in Education. His main research interests include vocabulary, TEFL, and language testing.
Abstract
A new policy on teacher education is now being attempted in Indonesia in the form of teacher profession education (PPG). This one-year program which centers on lesson planning and teaching practice has prompted the awareness of the significance of microteaching in the teacher education field. This study investigates the expectation and perceptions of teacher candidates and their lecturers on microteaching as a preparatory program prior to teaching practicum in secondary schools. The data on perception and expectation will mainly be collected through an open-ended questionnaire at the end of the microteaching program. Documents and interviews will be used to triangulate the data obtained from the questionnaire. The findings will cover four main areas, namely (1) the perception and expectation of candidates on the roles the program play, (2) the perception and expectation of candidates on the roles the lecturers play, (3) the perception and expectation of teacher educators on the program, and (4) the perception and expectation of teacher educators on candidates’ performance. The findings are especially important as English teaching practice incorporates not only subject mastery and pedagogical skill, but also command of English as a medium of instruction.
Keywords: English textbooks, vocabulary levels, academic word list, 2,000 basic words.
Abstract
The standard of English as a Foreign Language (EFL) education has prompted calls for reform to preservice EFL teacher education. Field experiences are central to their professional development and for implementing reform measures. This study aims to examine preservice EFL teachers’ attitudes, needs, and experiences about learning to teach writing in English before their practicum in Vietnamese high schools. An open-ended questionnaire collected data from 97 preservice EFL teachers at the beginning of their final practicum. The data suggested that these preservice EFL teachers were motivated to learn to teach English in general and teaching writing in particular but required mentors to model effective teaching practices and share their teaching experiences. They also needed their mentors to be enthusiastic and supportive, and provide constructive feedback. Identifying mentoring practices that are linked to mentees’ needs can assist teacher educators and school mentors to motivate and develop preservice EFL teachers’ practice.
Keywords: mentoring, preservice EFL teachers’ needs, writing, practicum, Vietnam
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