THE ROLE OF PRE-SERVICE TEACHER TRAINING IN DEVELOPING EFL TEACHERS' CLASSROOM MANAGEMENT COMPETENCY FOR BETTER TEACHING PERFORMANCE

Συγγραφείς

  • Samira El-Asri Faculty of Letters and Human Sciences, Dhar Al Mahraz, Sidi Mohammed Ben Abdellah University, Fez, Morocco

DOI:

https://doi.org/10.46827/ejfl.v8i1.5183

Περίληψη

Teachers’ role in improving the quality of the educational system is unquestionable. However, in order for teachers to fully and effectively play their role and help achieve the required educational objectives they have to be well-trained before their induction and the literature provides much evidence of this (Bozkuş, 2021). Hence, teacher pre-service training is a crucial stage in the early development of a teacher. The current study makes use of a mixed-method approach, including a questionnaire, semi-structured interviews, and observations to investigate the role of pre-service teacher training in developing EFL novice teacher classroom management competency. The participants were 43 Moroccan EFL novice middle school and high school teachers. The results showed that participants found classroom management challenging mainly due to the short and insufficient period of training in general and practicum in specific as well as the prioritization of theory over practice during training. Consequently, those novice teachers found themselves in a state of confusion about how to deal with such challenges which had an impact on their performance in the classroom.

 

Article visualizations:

Hit counter

Βιογραφικό Συγγραφέα

  • Samira El-Asri, Faculty of Letters and Human Sciences, Dhar Al Mahraz, Sidi Mohammed Ben Abdellah University, Fez, Morocco

    Samira El-Asri an English language instructor. She is currently conducting her PhD research on the manifestation of critical thinking in speaking. Her main areas of interest include Critical Thinking, Language Teaching and Learning, Cross-Cultural Learning, and Teacher’s Training.

Αναφορές

Alter, P. J., Walker, J., & Landers, E. (2013). Teacher perceptions of students’ challenging behavior. Education and Treatment of Children, 36(4), 51-69. doi:10.1353/etc.2013.0040

Ball, D. L., & Forzani, F. M. (2009). The Work of Teaching and the Challenge for Teacher Education. Journal of Teacher Education, 60(5), 497-511. doi:10.1177/0022487109348479

Bozkuş, K. (2021). A systematic review of studies on Classroom Management from 1980 to 2019. International Electronic Journal of Elementary Education, 13(4), 433–441. https://doi.org/10.26822/iejee.2021.202

Breaux, E. (2005). Classroom management simplified. Larchmont, N.Y.: Eye on Education

Castañeda-Trujillo, J. E., & Aguirre-Hernández, A. J. (2018). Pre-Service English Teachers’ Voices About the Teaching Practicum. How, 25(1), 156-173. doi:10.19183/how.25.1.420

Farooq, M. S., & Shahzadi, N. (2006). Effect of teachers’ professional education on students’ achievement in Mathematics. Bulletin of Education & Research, 28(1), 47-55.

Flower, A., McKenna, J. W., & Haring, C. D. (2016). Behavior and classroom management: Are teacher preparation programs really preparing our teachers? Preventing School Failure: Alternative Education for Children and Youth, 61(2), 163–169. doi:10.1080/1045988x.2016.1231109

Katitia, D. M. (2015). Teacher education preparation program for the 21st century: Which way forward for Kenya? Journal of Education and Practice, 6(24), 57-63.

Klamer-Hoogma, M. (2012). Classroom management. The Netherlands: Noordhoff Uitgevers.

Korpershoek, H., Harms, T., de Boer, H., van Kuijk, M., & Doolaard, S. (2014). Effective classroom management strategies and classroom management programs for educational practice: A meta-analysis of the effects of classroom management strategies and classroom management programs on students’ academic, behavioural, emotional, and motivational outcomes. Groningen: RUG/GION.

Macías, D. F. (2018). Classroom management in foreign language education: An exploratory review. Profile: Issues in Teachers’ Professional Development, 20(1), 153-166. https://doi.org/10.15446/profile.v20n1.60001.

Macías, D. F., & Sánchez, J. A. (2015). Classroom management: A persistent challenge for pre-service foreign language teachers. PROFILE Issues in Teachers’ Professional Development, 17(2), 81–99. https://doi.org/10.15446/profile.v17n2.43641

Mitchell, B., Hirn, R., & Lewis, T. (2017). Enhancing effective classroom management in schools: Structures for changing teacher behavior. Teacher Education and Special Education, 40(2), 140–153. https://doi.org/10.1177/0888406417700961

Nation, P. (2003). The role of the first language in foreign language learning. Asian EFL Journal, 5(2), 1-8.

Naylor, R. and Y. Sayed. (2014). Teacher quality: Evidence review. Office of Development Effectiveness: Commonwealth of Australia.

Rosenberg, M., Duerr, S., Ingraham, K., Bell, K., & Gould, A. (2021). Enhancing classroom management skills: Efficacy of a supplemental multi-platform intervention for Preservice Teachers. Excelsior: Leadership in Teaching and Learning, 14(1), 4–19. https://doi.org/10.14305/jn.19440413.2021.14.1.01

Ryan, T. G., Young, D. C., & Kraglund-Gauthier, W. L. (2017). action research within pre-service teacher education. Transformative Dialogues: Teaching & Learning Journal, 10(3), 1-18.

Samsujjaman. (2017). Principle and significance of teacher education. International Journal of Engineering Development and Research, 5(2), 1995-2000.

Sánchez-Solarte, A. C. (2019). Classroom management and novice language teachers: Friend or foe? HOW, 26(1), 177-199. https://doi.org/10.19183/how.26.1.463

Santiago, P., & Benavides, F. (2009, December). Teacher evaluation a conceptual framework and examples of country practices. Lecture presented at OECD-Mexico Workshop Towards a Teacher Evaluation Framework in Mexico: International Practices, Criteria and Mechanisms, Mexico City.

Scheuremann, B, & Hall, J. (2016). Positive behavioral supports for the classroom. Pearson.

Simkus, J. (2023, July 31). Simple random sampling method: Definition & example. Simply Psychology. https://www.simplypsychology.org/simple-random-sampling.html

Sunday-Piaro, M. (2018). Classroom management and students’ academic performance in public secondary schools in Rivers State. International Journal of Scientific Research in Education, 11(5), 940-963.

Λήψεις

Δημοσιευμένα

2024-01-26

Τεύχος

Τόμ. 8 Αρ. 1 (2024)

Ενότητα

Articles

Άδεια

Authors who publish with this journal agree to the following terms:

 

  1. 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.

 

  1. 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.

 

  1. 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).