PRE-SERVICE EFL TEACHERS’ PERCEPTION OF TEACHING COMPETENCY DEVELOPMENT OVER THE TESOL COURSE
Main Article Content
Abstract
The English teaching practice is an essential part of a TESOL methodology course as it can offer TESOL students or pre-service English as a foreign language (EFL) teachers valuable experience in actual teaching environments. Additionally, TESOL methodology courses play a crucial role in providing pre-service EFL teachers with excellent chances to master their professional knowledge to become competent language teachers in the future. In this regard, pre-service teachers’ improvement in knowledge, attitudes, and professional skills in teaching English is of vital importance to their teaching career since they assist pre-service EFL teachers in displaying teaching abilities. This study aimed at examining pre-service teachers’ perception of their teaching competency development after taking 45 periods of the English teaching course, which is a compulsory course in the MA program. 121 pre-service EFL teachers, whose majors are TESOL methodology, answered the self-assessment questionnaire survey in this study. The SPSS software was utilized for data analysis. The findings disclosed that pre-service EFL teachers believed that their teaching competencies were developed after learning the teaching practice course. Specifically, they improved their knowledge and teaching skills so as to attract students to their lessons. Pedagogical implications are suggested for policymakers and teacher trainers to enhance pre-service EFL teachers’ teaching competencies based on the preliminary results of the current study.
Article Details
Keywords
English teaching practice, pre-service EFL teachers , teaching competency , TESOL courses
References
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Alqiawi, D., & Ezzeldin, S. (2015). A suggested model for developing and assessing competence of prospective teachers in Faculties of Education. World Journal of Education, 5(6), 65-73. https://doi.org/10.5430/wje.v5n6p65 Aulia, V. (2021). Ways of EFL teachers in developing their pedagogical competences. Voices of English Language Education Society, 5(1), 1-9. http://dx.doi.org/10.29408/veles.v5i1.3032
Azeem, M. (2011). Problems of prospective teachers during teaching practice. Academic Research International, 1(2), 308-316. http://savap.org.pk/journals/ARInt./Vol.1(2)/2011(1.2-32).pdf
Bardakci, M., & Ünaldı, I. (2021). Foreign language teachers’ competencies. In Büyükkarcı, K., & Önal A. (Eds). Essentials of applied linguistics and foreign language teaching: 21st century skills and classroom applications, 121-135. ISRES Publishing.
Bhargava, A., & Pathy, M. (2011). Perceptions of student teachers about teaching competencies. American Educational Journal of Contemporary Research, 1(1), 77-81. https://aijcrnet.com/journals/Vol._1_No.1_July_2011/10.pdf
Blašková, M., Blaško, R., & Kucharčíková, A. (2014). Competences and competence model of university teachers, Procedia – Social and Behavioral Sciences, 159, 457 – 467. https://doi.org/10.1016/j.sbspro.2014.12.407
Brosh, H. (1996). Perceived characteristics of the effective language teacher. Foreign language Annals,29(2), 125-136. https://doi.org/10.1111/j.1944-9720.1996.tb02322.x
Castañeda-Trujillo, J. E., & Aguirre-Hernández, A. J. (2018). Pre-service English teachers’ voices about the teaching practicum. HOW, 25(1), 156-173. https://doi.org/10.19183/how.25.1.420
Channa, W.M., & Sahito, Z. (2022). Effect of pedagogical competences of English language teachers on their students’ academic achievement: A qualitative study. Theory and Practice in Language Studies, 2(11), 2274-2281. https://doi.org/10.17507/tpls.1211.06
Creswell, J.W. (2014). A concise introduction to mixed methods research. SAGE publications.
Dede, C., Ketelhut, D.J., Whitehouse, P., Breit, L., & McCloskey, E.M. (2009). A research agenda for online teacher professional development. Journal of Teacher Education, 60, 8-19. https://doi.org/10.1177/0022487108327554
Dignath, C. (2021). For unto every one that hath shall be given: Teachers’ competence profiles regarding the promotion of self-regulated learning moderate the effectiveness of short-term teacher training. Metacognition and Learning, 16, 555-594. https://link.springer.com/article/10.1007/s11409-021-09271-x
Foncha, J.W., Abongdia, J.A., & Adu, E. (2015). Challenges encountered by student teachers in teaching English language during teaching practice in East London, South Africa. International Journal of Educational Sciences, 9(2), 127-134. https://doi.org/10.1080/09751122.2015.11890302
Freeman, J., Simonsen, B., Briere, D., & MacSuga-Gage, A.S. (2014). Pre-service teacher training in classroom management: A review of state accreditation policy and teacher preparation programs. Teacher Education and Special Education, 37(2), 106-120. https://doi.org/10.1177/0888406413507002
Ghufron, M.A., Taufiq, A., & Riskiyanto, M. (2022). Pre-service English teachers’ pedagogical competence in teaching English: A case of teaching internship program (TIP). Englie: English Learning Innovation, 3(1). https://doi.org/10.22219/englie.v3i1.19382
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Khan, F., Fauzee, O., Daud, Y. (2016). Teacher training, problems and the challenges: A comparative study between India and Pakistan. Gomal University Journal of Research, Special Issue II.
Kiggundu, E., & Nayimuli, S. (2009). Teaching practice: A make or break phase for student teachers. South African Journal of Education, 29(3), 345-358.
Kihwele, J.E., & Mtandi, R. (2020). Impact of teaching practice on pre-service teachers’ pedagogical competencies in Tanzania. East African Journal of Education and Social Sciences, 1(1), 101-111. https://doi.org/10.46606/eajess2020v01i01.0011
Komba, S.E., & Kira, E.S. (2013). The effectiveness of teaching practice in improving student teachers’ teaching skills in Tanzania. Journal of Education and Practice, 4(1), 157-163.
Le, M.H.D., & Tran, T.Q. (2022). Factors affecting TESOL students’ English language teacher identity development. TNU Journal of Science and Technology, 227(04), 30-37. http://dx.doi.org/10.34238/tnu-jst.5265
Ly, T.M.T., & Tran, H.T.T. (2019). EFL pre-service teachers’ perceptions of the effects of teaching practicum experiences on their professional identity development. International Journal of Advanced Scientific Research and Management, 4(12).
McDiarmid, W., & Clevenger-Bright, M. (2008). Rethinking teacher capacity. In Marylyn CochranSmith, Sharon Feiman-Nemser, D. John McIntyre (Eds.). Handbook of Research on Teacher Education, Enduring questions in changing contexts. Routledge/ Taylor & Francis.
Mullock. B. (2003). What makes a good teacher? The perceptions of postgraduate TESOL students. Prospect, 18(3), 3-24.
Nemet, M.B. (2018). A correlation between teachers’ social and pedagogical competences and school culture. Journal of Contemporary Educational Studies, 69(135), 142-155.
Nguyen, T.A., & Nguyen, L.N.T. (2021). Vietnamese EFL pre-service teachers’ perceptions of the quality of a training course on English language teacher education. Can Tho University Journal of Science, 13(3), 30-38. https://doi.org/10.22144/ctu.jen.2021.038
Özdaş, F. (2018). Evaluation of pre-service teachers’ perceptions for teaching practice course. Educational Policy Analysis and Strategic Research, 13(2). https://doi.org/10.29329/epasr.2018.143.5
Paramanik, N., & Barman, P. (2019). Status of the teacher competency among the B.Ed. trainee teachers: An analytical study. International Journal of Research in Social Sciences, 9(2).
Pramatarindya, M.L., & Sukidjo (2018). Improving professional competence for teachers. The Proceedings of the 6th International Conference on Educational Research and Innovation. http://dx.doi.org/10.2991/iceri-18.2019.54
Richards, J.C. (2010). Competence and performance in language teaching. RELC Journal, 41, 101-122. https://doi.org/10.1177/0033688210372953
Richards, J.C. (2011). Exploring teaching competence in language teaching. The Language Teacher, 35(4). https://jalt-publications.org/files/pdf-article/plen1.pdf
Sadeghi, K. & Richards, J.C. (2021). Professional development among English language teachers: challenges and recommendations for practice. Heliyon, 7(9).
Sekar, M.A. (2016). Teaching competency of B.Ed. female teacher trainees. An International Indexed, Refereed & Peer Reviewed Bi-Annual Journal in Education, 3(2), 1-3. https://files.eric.ed.gov/fulltext/ED594688.pdf
Tran, T.Q. (2020). Student teachers’ perception of their teaching competency assessed by a framework for assessing student teacher’s English teaching competency (FASTETC). VNU Journal of Foreign Studies, 36(3), 164-177.
Tran, T.T. (2012). Graduate employability: Interpretation versus expectation. In Brown, N., Jones S.M. and Adam, A. (Eds). Research and Development in Higher Education: Connections in Higher Education, 35, 317-325.
Trinh, L.Q., Nguyen, L.H.T., & Le, T.T. (2022). EFL teachers’ self-Efficacy and classroom management: Perceptions, practices and reflections on professional learning and development. European Journal of English Language Studies, 2(1), 1-15. http://dx.doi.org/10.12973/ejels.2.1.1
Uzun, T. (2022). Preservice English teachers’ attitudes and beliefs about learning and teaching pronunciation. Dil Dergisi Language Journal, 173(2), 22-42.
Vietnam’s Ministry of Education and training (MOET) (2014). Official Dispatch No. 792/ BGDĐT-NGCBQLGD, dated February 25th, 2014, on English Teacher Competency Framework. Ministry of Education and Training.
Yin, J. (2019). Connecting theory and practice in teacher education: English-as-a-foreign-language pre-service teachers’ perceptions of practicum experience. Innovation and Education, 1(4). https://doi.org/10.1186/s42862-019-0003-z
Yüksel, H.G. (2014). Teachers of the future: Perceived teaching competences and visions of pre-service English language teachers. International Journal of Human Sciences, 11(2). https://www.j-humansciences.com/ojs/index.php/IJHS/article/view/2920
Zeichner, K. (2010). Preparing globally competent teachers: A U.S. perspective’ 2010 colloquium on the internationalization of teacher education. NAFSA: Association of International Educators. University of Washington.
Zhumash, Z., Zhumabaeva, A., Nurgaliyeva, S., Saduakas, G., Lebedeva, L.A., & Zhoraeva, S.B. (2021). Professional teaching competence in preservice primary school teachers: Structures, criteria, and levels. World Journal on Educational Technology: Current Issues, 13(2), 261-271. https://doi.org/10.18844/wjet.v13i2.5699
Alqiawi, D., & Ezzeldin, S. (2015). A suggested model for developing and assessing competence of prospective teachers in Faculties of Education. World Journal of Education, 5(6), 65-73. https://doi.org/10.5430/wje.v5n6p65 Aulia, V. (2021). Ways of EFL teachers in developing their pedagogical competences. Voices of English Language Education Society, 5(1), 1-9. http://dx.doi.org/10.29408/veles.v5i1.3032
Azeem, M. (2011). Problems of prospective teachers during teaching practice. Academic Research International, 1(2), 308-316. http://savap.org.pk/journals/ARInt./Vol.1(2)/2011(1.2-32).pdf
Bardakci, M., & Ünaldı, I. (2021). Foreign language teachers’ competencies. In Büyükkarcı, K., & Önal A. (Eds). Essentials of applied linguistics and foreign language teaching: 21st century skills and classroom applications, 121-135. ISRES Publishing.
Bhargava, A., & Pathy, M. (2011). Perceptions of student teachers about teaching competencies. American Educational Journal of Contemporary Research, 1(1), 77-81. https://aijcrnet.com/journals/Vol._1_No.1_July_2011/10.pdf
Blašková, M., Blaško, R., & Kucharčíková, A. (2014). Competences and competence model of university teachers, Procedia – Social and Behavioral Sciences, 159, 457 – 467. https://doi.org/10.1016/j.sbspro.2014.12.407
Brosh, H. (1996). Perceived characteristics of the effective language teacher. Foreign language Annals,29(2), 125-136. https://doi.org/10.1111/j.1944-9720.1996.tb02322.x
Castañeda-Trujillo, J. E., & Aguirre-Hernández, A. J. (2018). Pre-service English teachers’ voices about the teaching practicum. HOW, 25(1), 156-173. https://doi.org/10.19183/how.25.1.420
Channa, W.M., & Sahito, Z. (2022). Effect of pedagogical competences of English language teachers on their students’ academic achievement: A qualitative study. Theory and Practice in Language Studies, 2(11), 2274-2281. https://doi.org/10.17507/tpls.1211.06
Creswell, J.W. (2014). A concise introduction to mixed methods research. SAGE publications.
Dede, C., Ketelhut, D.J., Whitehouse, P., Breit, L., & McCloskey, E.M. (2009). A research agenda for online teacher professional development. Journal of Teacher Education, 60, 8-19. https://doi.org/10.1177/0022487108327554
Dignath, C. (2021). For unto every one that hath shall be given: Teachers’ competence profiles regarding the promotion of self-regulated learning moderate the effectiveness of short-term teacher training. Metacognition and Learning, 16, 555-594. https://link.springer.com/article/10.1007/s11409-021-09271-x
Foncha, J.W., Abongdia, J.A., & Adu, E. (2015). Challenges encountered by student teachers in teaching English language during teaching practice in East London, South Africa. International Journal of Educational Sciences, 9(2), 127-134. https://doi.org/10.1080/09751122.2015.11890302
Freeman, J., Simonsen, B., Briere, D., & MacSuga-Gage, A.S. (2014). Pre-service teacher training in classroom management: A review of state accreditation policy and teacher preparation programs. Teacher Education and Special Education, 37(2), 106-120. https://doi.org/10.1177/0888406413507002
Ghufron, M.A., Taufiq, A., & Riskiyanto, M. (2022). Pre-service English teachers’ pedagogical competence in teaching English: A case of teaching internship program (TIP). Englie: English Learning Innovation, 3(1). https://doi.org/10.22219/englie.v3i1.19382
Grant, C.A. (2008). Teacher capacity. In Marylyn CochranSmith, Sharon Feiman-Nemser, D. John McIntyre (Eds.). Handbook of Research on Teacher Education, Enduring questions in changing contexts. Routledge/ Taylor & Francis. https://doi.org/10.1111/j.1467-873X.2008.00421.x
Karim, A., Shahed, F.H., Mohamed, A.R., Rahman, M.M., Ismail, S.A.M.M. (2019). Evaluation of the Teacher Education Programs in EFL Context: A testimony of student teachers’ perspective. International Journal of Instruction, 12(1), 127-146. http://dx.doi.org/10.29333/iji.2019.1219a
Khan, F., Fauzee, O., Daud, Y. (2016). Teacher training, problems and the challenges: A comparative study between India and Pakistan. Gomal University Journal of Research, Special Issue II.
Kiggundu, E., & Nayimuli, S. (2009). Teaching practice: A make or break phase for student teachers. South African Journal of Education, 29(3), 345-358.
Kihwele, J.E., & Mtandi, R. (2020). Impact of teaching practice on pre-service teachers’ pedagogical competencies in Tanzania. East African Journal of Education and Social Sciences, 1(1), 101-111. https://doi.org/10.46606/eajess2020v01i01.0011
Komba, S.E., & Kira, E.S. (2013). The effectiveness of teaching practice in improving student teachers’ teaching skills in Tanzania. Journal of Education and Practice, 4(1), 157-163.
Le, M.H.D., & Tran, T.Q. (2022). Factors affecting TESOL students’ English language teacher identity development. TNU Journal of Science and Technology, 227(04), 30-37. http://dx.doi.org/10.34238/tnu-jst.5265
Ly, T.M.T., & Tran, H.T.T. (2019). EFL pre-service teachers’ perceptions of the effects of teaching practicum experiences on their professional identity development. International Journal of Advanced Scientific Research and Management, 4(12).
McDiarmid, W., & Clevenger-Bright, M. (2008). Rethinking teacher capacity. In Marylyn CochranSmith, Sharon Feiman-Nemser, D. John McIntyre (Eds.). Handbook of Research on Teacher Education, Enduring questions in changing contexts. Routledge/ Taylor & Francis.
Mullock. B. (2003). What makes a good teacher? The perceptions of postgraduate TESOL students. Prospect, 18(3), 3-24.
Nemet, M.B. (2018). A correlation between teachers’ social and pedagogical competences and school culture. Journal of Contemporary Educational Studies, 69(135), 142-155.
Nguyen, T.A., & Nguyen, L.N.T. (2021). Vietnamese EFL pre-service teachers’ perceptions of the quality of a training course on English language teacher education. Can Tho University Journal of Science, 13(3), 30-38. https://doi.org/10.22144/ctu.jen.2021.038
Özdaş, F. (2018). Evaluation of pre-service teachers’ perceptions for teaching practice course. Educational Policy Analysis and Strategic Research, 13(2). https://doi.org/10.29329/epasr.2018.143.5
Paramanik, N., & Barman, P. (2019). Status of the teacher competency among the B.Ed. trainee teachers: An analytical study. International Journal of Research in Social Sciences, 9(2).
Pramatarindya, M.L., & Sukidjo (2018). Improving professional competence for teachers. The Proceedings of the 6th International Conference on Educational Research and Innovation. http://dx.doi.org/10.2991/iceri-18.2019.54
Richards, J.C. (2010). Competence and performance in language teaching. RELC Journal, 41, 101-122. https://doi.org/10.1177/0033688210372953
Richards, J.C. (2011). Exploring teaching competence in language teaching. The Language Teacher, 35(4). https://jalt-publications.org/files/pdf-article/plen1.pdf
Sadeghi, K. & Richards, J.C. (2021). Professional development among English language teachers: challenges and recommendations for practice. Heliyon, 7(9).
Sekar, M.A. (2016). Teaching competency of B.Ed. female teacher trainees. An International Indexed, Refereed & Peer Reviewed Bi-Annual Journal in Education, 3(2), 1-3. https://files.eric.ed.gov/fulltext/ED594688.pdf
Tran, T.Q. (2020). Student teachers’ perception of their teaching competency assessed by a framework for assessing student teacher’s English teaching competency (FASTETC). VNU Journal of Foreign Studies, 36(3), 164-177.
Tran, T.T. (2012). Graduate employability: Interpretation versus expectation. In Brown, N., Jones S.M. and Adam, A. (Eds). Research and Development in Higher Education: Connections in Higher Education, 35, 317-325.
Trinh, L.Q., Nguyen, L.H.T., & Le, T.T. (2022). EFL teachers’ self-Efficacy and classroom management: Perceptions, practices and reflections on professional learning and development. European Journal of English Language Studies, 2(1), 1-15. http://dx.doi.org/10.12973/ejels.2.1.1
Uzun, T. (2022). Preservice English teachers’ attitudes and beliefs about learning and teaching pronunciation. Dil Dergisi Language Journal, 173(2), 22-42.
Vietnam’s Ministry of Education and training (MOET) (2014). Official Dispatch No. 792/ BGDĐT-NGCBQLGD, dated February 25th, 2014, on English Teacher Competency Framework. Ministry of Education and Training.
Yin, J. (2019). Connecting theory and practice in teacher education: English-as-a-foreign-language pre-service teachers’ perceptions of practicum experience. Innovation and Education, 1(4). https://doi.org/10.1186/s42862-019-0003-z
Yüksel, H.G. (2014). Teachers of the future: Perceived teaching competences and visions of pre-service English language teachers. International Journal of Human Sciences, 11(2). https://www.j-humansciences.com/ojs/index.php/IJHS/article/view/2920
Zeichner, K. (2010). Preparing globally competent teachers: A U.S. perspective’ 2010 colloquium on the internationalization of teacher education. NAFSA: Association of International Educators. University of Washington.
Zhumash, Z., Zhumabaeva, A., Nurgaliyeva, S., Saduakas, G., Lebedeva, L.A., & Zhoraeva, S.B. (2021). Professional teaching competence in preservice primary school teachers: Structures, criteria, and levels. World Journal on Educational Technology: Current Issues, 13(2), 261-271. https://doi.org/10.18844/wjet.v13i2.5699