THE PERCEPTIONS OF PRE-SERVICE EFL TEACHERS TOWARD A TRAINING PROGRAM INTEGRATING ONLINE COACHING
DOI:
https://doi.org/10.46827/ejes.v10i6.4845Nøgleord:
critical thinking, pre-service EFL teacher training, perceptions, online coachingResumé
This research article explores the perceptions of pre-service EFL teachers towards a training program integrating online coaching in developing instructional skills in critical thinking. The program was designed to provide pre-service EFL teachers with the necessary knowledge and skills to teach critical thinking to young learners in English classrooms. The participants were asked to provide their opinions on the program through a perception questionnaire and semi-structured interviews. The findings of this study revealed that pre-service EFL teachers had positive perceptions towards the training program integrating online coaching. They commented that the program was beneficial in improving their instructional skills in critical thinking. The results of this study provide valuable insights into the perceptions of pre-service EFL teachers toward a training program integrating online coaching.
Article visualizations:
Referencer
Asgharheidari, F., & Tahriri, A. (2015). A survey of EFL teachers’ attitudes towards critical thinking instruction. Journal of Language Teaching and Research, 6(2), 388.
Berg, M. E. and Karlsen, J. T. (2012). An evaluation of management training and coaching. Journal of Workplace Learning, 24(3), 177-199.
Changwong, K., Sukkamart, A., & Sisan, B. (2018). Critical thinking skill development: Analysis of a new learning management model for Thai high schools. Journal of International Studies, 11(2), 37-48. doi:10.14254/2071-8330.2018/11-2/3
Cochran-Smith, M., & Fries, M. K. (2001). Sticks, stones, and ideology: The discourse of framework for best practice. Global Journal of Educational Research, 16(2), 101-110.
Darling-Hammond, L., Chung, R., & Frelow, F. (2002). Variation in teacher preparation: How well do different pathways prepare teachers to teach?. Journal of teacher education, 53(4), 286-302.
Darling-Hammond, L., Hyler, M. E., Gardner, M. (2017). Effective Teacher Professional Development. Palo Alto, CA: Learning Policy Institute.
DiGirolamo, J. (2015). Coaching for professional development. SHRM-SIOP Science of HR White Paper Series, 1-26.
Fisher, A. (2007). Critical thinking: An introduction. Cambridge, England: Cambridge University Press.
Joyce, B. R., & Showers, B. (2002). Student achievement through staff development (Vol. 3). Alexandria, VA: Association for Supervision and Curriculum Development.
Joyce, B., & Showers, B. (1982). The coaching of teaching. Educational leadership, 40(1), 4.
Knight, J. (2021). The definitive guide to instructional coaching: Seven factors for success. ASCD. Retrieved from https://files.ascd.org/pdfs/publications/books/The-Definitive-Guide-to-Instructional-Coaching-sample-chapters.pdf
Makmulma, P. (2019). Professional Development Needs and Challenges in English Language Teaching of Thai English Teachers. Master’s thesis, Thammasat University. Thailand.
Melekhina, E. A., & Barabasheva, I. V. (2019). Peer Coaching as a Means of EFL Teachers’ Professional Development. In Going Global through Social Sciences and Humanities: A Systems and ICT Perspective: Proceedings of the 2nd International Conference “Going Global through Social Sciences and Humanities”, 27-28 February 2019, Tomsk, Russia 2 (pp. 303-309). Springer International Publishing.
Mongkhondao, S. (2015). Critical thinking and teaching impact. Master’s thesis, Thammasat Univeristy. Thailand.
Namsaeng, P. & Sukying, A. (2020). An investigation of critical thinking skills in Thai EFL university learners. Humanities & Social Sciences 37 (3), 183-212.
Pierce, J. D. (2015). Teacher-coach alliance as a critical component of coaching: Effects of feedback and analysis on teacher practice. Doctoral dissertation, University of Washington. US.
Prommak, S. (2019). Critical thinking cognitions and pedagogic practices of Thai EFL university teachers. Ph.D. thesis, University of Sterling. United Kingdom.
Punnoi, W. (2019). The development of training course for teaching activities to promote critical thinking skills for Thai language teachers in primary schools under teacher training experiences network schools in Suratthani province. Ratchaphruek Journal, 17(2), 33-42.
Pushpanadham, K. (2020). Teacher education in global era: Retrospect and prospect. Teacher Education in the Global Era: Perspectives and Practices, 3-11.
Ürün Göker, M. (2021). Reflective coaching: Training for development of instructional skills and sense of efficacy of pre-service EFL teachers. Journal of Language and Linguistic Studies, 17(Special Issue 1), 423-447.
Whitmore, J. (2009). Coaching for Performance: GROWing People, Performance and Purpose. London: Nicholas Brealey Publishing.
Downloads
Publiceret
Nummer
Sektion
Licens
Authors who publish with this journal agree to the following terms:
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
