Challenges Experienced by Kurdish EFL Student-teachers during their Teaching Practicum

Authors

  • Hameed Hussein Hamasaid Department of English Language, College of Basic Education, University of Halabja, Halabja City, Kurdistan Region, Iraq
  • Beway Mahmood Saheb Department of English Language, College of Basic Education, University of Halabja, Halabja City, Kurdistan Region, Iraq

DOI:

https://doi.org/10.32410/huj-10341

Keywords:

Teaching practicum, student-teachers, challenges, Kurdish EFL Learners

Abstract

The aim of this study is to investigate the challenges EFL student-teachers experienced during their six-week teaching practicum. The participants were 20 student-teachers from the University of Halabja/ English Language Department who have participated in the teaching practicum in 2018-2019 academic year. Qualitative data collected from two focused group interviews (10 participants each) concerning the challenges student-teachers have experienced while practicing teaching in the basic schools. Thematic analysis was used to analyze the qualitative data. The themes were identified using generic inductive analysis. The collected data were transcribed, coded and then analyzed. The results revealed that student-teachers faced various challenges during their teaching practice such as lack of technology in the schools, dealing with students with special needs, classroom management, use of L1 in the classroom, large classes and dealing with students’ difficult questions. Based on the results of the study, some recommendations will be made.

References

Abdulrahman, B. S. (2019). Kurdish EFL Students Teachers’ Practicum Experience: Some Basic Challenges. Journal of University of Human Development, 5(2), 13-19. DOI: https://doi.org/10.21928/juhd.v5n2y2019.pp13-19

Borg, M. (2004). The apprenticeship of observation. ELT journal, 58 (3), 274-276. DOI: https://doi.org/10.1093/elt/58.3.274

Ellis, R. (1989). Understanding second language acquisition (Vol. 31). Oxford: Oxford University Press.

Freeman, D. (2001). Second language teacher education. In R. Carter & D. Nunan (Eds.), The Cambridge guide to teaching English to speakers of other languages (pp. 72-79). Cambridge: Cambridge University Press. DOI: https://doi.org/10.1017/CBO9780511667206.011

Freeman, D. (2011). Techniques and principles in language teaching. Oxford: Oxford University Press.

Gan, Z. (2013). Learning to teach English language in the practicum: What challenges do non-native ESL student teachers face?. Australian Journal of Teacher Education, 38 (3), 92-108. DOI: https://doi.org/10.14221/ajte.2013v38n3.3

Hess, N. (2001). Teaching large multilevel classes. Cambridge: Cambridge University Press. DOI: https://doi.org/10.1017/CBO9780511732966

Hood, J. C. (2007). Orthodoxy vs. power: The defining traits of grounded theory. The Sage handbook of grounded theory, 151-164. DOI: https://doi.org/10.4135/9781848607941.n7

Krashen, S. D. (1981). Second language acquisition and second language learning. Pergamon Press Inc., Oxford.

Merc, A. (2010). Self-reported problems of pre-service EFL teachers throughout teaching practicum. Anadolu University Journal of Social Sciences, 10 (2),199-226.

Motteram, G. (Ed.). (2013). Innovations in learning technologies for English language teaching. London: British Council.

Nunan, D., & Carter, R. (Eds.). (2001). The Cambridge guide to teaching English to speakers of other languages. Cambridge: Cambridge University Press. DOI: https://doi.org/10.1017/CBO9780511667206

Okobia, E. O., Augustine, O. E., & Osagie, R. O. (2013). An analysis of the perceived challenges aced by student-teachers during teaching practice exercise. Journal of Education and Practice, 4(11), 7-11.

Pugach, M. C. (1992). Uncharted territory: Research on the socialization of special education teachers. Teacher Education and Special Education, 15(2), 133-147. DOI: https://doi.org/10.1177/088840649201500208

Richards, J. C. (2011). Competence and performance in language teaching. Cambridge: Cambridge University Press. DOI: https://doi.org/10.1017/9781009024778.007

Richards, J. C., & Crookes, G. (1988). The practicum in TESOL. Tesol Quarterly, 22(1), 9- 27. DOI: https://doi.org/10.2307/3587059

Richards, Jack C. & Farrell, Thomas S. C. (2011). Practice teaching: A reflective approach. Cambridge: Cambridge University Press. DOI: https://doi.org/10.1017/CBO9781139151535

Richards, J., & Schmidt, R. (2010). Longman dictionary of language teaching and applied linguistics. London: Routledge.

Sarıçoban, A. (2010). Problems encountered by student-teachers during their practicum studies. Procedia-Social and Behavioral Sciences, 2(2), 707-711. DOI: https://doi.org/10.1016/j.sbspro.2010.03.088

Stuart, C., & Thurlow, D. (2000). Making it their own: Preservice teachers' experiences, beliefs, and classroom practices. Journal of teacher education, 51(2), 113-121. DOI: https://doi.org/10.1177/002248710005100205

Vaughn, S., Bos, C. S., & Schumm, J. S. (1997). Teaching mainstreamed, diverse, and at-risk students in the general education classroom. Boston: Allyn & Bacon Inc.

Veenman, S. (1984). Perceived problems of beginning teachers. Review of educational research, 54(2), 143-178. DOI: https://doi.org/10.3102/00346543054002143

Published

2020-12-30

How to Cite

Hussein Hamasaid, H. ., & Mahmood Saheb, B. . (2020). Challenges Experienced by Kurdish EFL Student-teachers during their Teaching Practicum. Halabja University Journal, 5(4), 71-81. https://doi.org/10.32410/huj-10341

Similar Articles

1-10 of 113

You may also start an advanced similarity search for this article.