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دوره 12، شماره 5 - ( 1400 )
جلد 12 شماره 5 صفحات 203-175 |
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Magday W, Pramoolsook I. Exploring Teaching Demonstrations in the Teaching Journals: A Case of Filipino Pre-Service Teachers. LRR 2021; 12 (5) :175-203
URL: http://lrr.modares.ac.ir/article-14-53988-fa.html
URL: http://lrr.modares.ac.ir/article-14-53988-fa.html
Magday William، Pramoolsook Issra. Exploring Teaching Demonstrations in the Teaching Journals: A Case of Filipino Pre-Service Teachers. جستارهای زبانی. 1400; 12 (5) :175-203
1- College of Teacher Education, Nueva Vizcaya State University, Bayombong, Nueva Vizcaya, Philippines ، wmagday@ymail.com
2- Assistant Professor, School of Foreign Languages, Suranaree University of Technology, Nakhon Ratchasima, Thailand
2- Assistant Professor, School of Foreign Languages, Suranaree University of Technology, Nakhon Ratchasima, Thailand
چکیده: (2558 مشاهده)
In any teacher education practicum program in the Philippines, teaching demonstration is the most challenging undertaking of the student teachers during the internship program. This phenomenological study design explored the teaching demonstration experiences of student teachers reflected in their teaching journals. Data were 22 teaching journals taken from the internship portfolios produced by the Bachelor of Secondary Education (BSEd)-English graduates from a state university in the Philippines. Content analysis was used to analyze the data. Eight generated themes from the teaching journals that could provide suggestions for future student teachers and other members of the discourse community concerning the teaching demonstration were drawn, which are 1. ‘The Look’ of a Student Teacher, 2. Teaching with Enthusiasm, 3. The Voice of a Student Teacher in the ESL Classroom, 4. Lesson Planning Advice, 5. Subject Matter Familiarity, 6. Instructional Materials Efficiency, 7. Tips for Classroom Management, and 8. Improving the Questioning Skill. A focus group interview with the participants, which was also analyzed using content analysis, with some of the BSEd-English graduates was also utilized to further discuss the findings. The paper concludes with pedagogical implications for the Teacher Education Institution (TEI) and the concerned members of the discourse community.
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