The Effectiveness of English Teacher Education Practice

Indah Sari

Abstract


This study aimed to describe about the effectiveness of English teacher education practice in Medan. This study applied the descriptive qualitative design. The subjects of this study were 10 mentors and 30 participants of English teacher education practice. Furthermore, the questionnaire was administered in order to collect the data. The data analysis used the data condensation, data display and verification. The English teacher education practice in Medan was quite effective since most of respondents gave the “good” statement for socializing and coordinating of the program, coordinating the program preparation, and coordination of monitoring and evaluation of English teacher education practice. Meanwhile, most of them gave the “fair” statement for the obstacles during the program implementation preparation and the effort to overcome the problems by the related institution in the English teacher education practice. The result of the study proved that the English teacher education practice in Medan fulfilled the classification or indicators of the effectiveness in implementing the education practice for English teacher.


Keywords


effectiveness; teacher education; descriptive qualitative design

Full Text:

PDF

References


Bahar, et al. (2020). Teacher’s Use of Power Bases as Perceived by ELT Students in Tertiary Education. Budapest International Research and Critics Institute-Journal (BIRCI-Journal) Vol 3, No 2, Page: 1426-1434.

Darling-Hammond, L. (2017). Teacher Education around the World: What Can We Learn from International Practice? European Journal of Teacher Education, 1-19

Dewi, H. (2011).The Effectiveness of Indonesian English Teachers Training Programs in Improving Confidence and Motivation. International Journal of Instruction January 2011 Vol.4, No.1

Duta, N., Tomoaica, E., & Panisoara, G. (2015). Desirable characteristics defining to describe an effective teacher. Procedia - Social and Behavioral Sciences 197 (2015) 1223 – 1229

Gultom, S. et al. (2020). Teaching Skills of Teacher in Increasing Student Learning Interest. Budapest International Research and Critics Institute-Journal (BIRCI-Journal) Vol 3, No 3, Page: 1564-1569

Hancock, B., Ockleford, E., & Windridge, K. 2007. An Introduction to Qualitative Research. The NIHR RDS EM / YH

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

Karim, A., Mohamed, A. R., & Rahman, M. M. (2017). EIA--A Teacher Education Project in Bangladesh: An Analysis from Diversified Perspectives. International Journal of Instruction, 10(4), 51-66.

Lozano, A. S., Sung, H., Padilla, A. M., & Silva, D. M. (2004). A statewide professional development program for California foreign language teachers. Foreign Language Annals, 37, 268–277

Lupascu, A. R. Pânisoar, G., Pânisoar, I-O. (2014). Characteristics of effective teacher. Procedia - Social and Behavioral Sciences 127 (2014) 534 – 538

Madani, R. R., & Pourmohammadi, M. (2017). An Investigation of the Effectiveness of English Teachers’ in-Service Training on Iranian Third Grade High School Students’ English Achievement. Journal of Applied Linguistics and Language Research Volume 4, Issue 1, 2017, pp. 57-74

Miles, M. B., Huberman, A.M., & Saldana, J. (2014). Qualitative Data Analysis, A Methods Sourcebook Edition 3. USA: Sage Publications

Mohammaditabar, M., Bagheri, M. S., Yamini, M., & Rassaei, E. (2019). Iranian EFL Teachers’ Perspectives of Qualities of a Good Language Teacher: Does Educational Context Make a Difference? Cogent Education, 6: 1651442

Musset, P. (2010). Initial Teacher Education and Continuing Training Policies in a Comparative Perspective: Current Practices in OECD Countries and a Literature Review on Potential Effects. OECD Education Working Papers, 48. Paris, France: OECD Publishing

Polit, D.F. and Beck, C.T. (2017). Nursing Research Generating and Assessing Evidence for Nursing Practice. 10th Edition, Wolters Kluwer

Polk, J. A. (2006). Traits of Effective Teachers. Arts Education Policy Review, 107:4, 23-29

Scheerens, J. 2000. Improving School Effectiveness. Fundamentals of Educational Planning – No. 68. Sweden: United Nations Education, Scientific and Cultural Organization

Shohel, M M. C., & Banks, F. (2012). School-based Teachers’ Professional Development through Technology-Enhanced Learning in Bangladesh. Teacher Development, 16 (1), 25-42.

Stronge. J. H., Tucker, P. D., & Hindman, J. L. (2004). Handbook for Qualities of Effective Teachers. Virginia, USA: ASCD

Stronge, J. H. 2018. Qualities of Effective Teachers 3rd Edition. Virginia, USA: ASCD

Wahyuni, S. et al. (2019). Critical Thinking Skills: British Parliamentary Debate System to

Improve English as Foreign Language (EFL) Students’ Critical Speaking. Budapest International Research and Critics Institute-Journal (BIRCI-Journal) Vol 2, No 3, Page: 429433

Zeichner, K., Payne, K. A., &Brayko, K. (2015). Democratizing Teacher Education. Journal of Teacher Education, 66 (2), 122-135

Zhang, O., & Watkins, D. 2007. Conceptions of a good tertiary EFL teacher in China. TESOL Quarterly, 41, 781–790




DOI: https://doi.org/10.33258/birci.v4i2.2003

Article Metrics

Abstract view : 90 times
PDF - 91 times

Refbacks

  • There are currently no refbacks.


Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

 

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.