Promoting EFL Student Teachers' Life-Long Learning to Teach through Microteaching Lesson Study

Fitri Budi Suryani, Dwi Rukmini, Dwi Anggani Linggar Bharati, Rudi Hartono,





Abstract

The success of lesson study as an approach for teacher professional development in improving students’ learning has inspired the works on microteaching lesson study which is designed for student teachers in microteaching course. Some studies show that microteaching lesson study brought about positive result to student teachers’ pedagogical ability and content knowledge. However, that microteaching lesson study influences student teachers in their teaching internship, that is the course taken after microteaching where student teachers teach real students in real schools, has not been revealed yet. This study aims at exploring the influence of microteaching lesson study on the English as a Foreign Language (EFL) student teachers in teaching internship and to what extent the influence was to promote the EFL student teachers’ life-long learning to teach. It is a qualitative study with semi-structured group interview as the instrument of the research. The subject of the study was ten EFL student teachers who voluntarily participated in the study from twenty two student teachers. They had enrolled in a microteaching class that applied microteaching lesson study in the sixth semester and then took the teaching internship in the seventh semester. The finding of the study indicates that microteaching lesson study has considerably influences most of the EFL student teachers in gaining life-long learning to teach as they already implemented the steps of microteaching lesson study in their teaching internship initiatively. Finally, this study recommends teacher educators to adapt lesson study in microteaching course that can make the EFL student teachers to keep learning to teach.

Save to Mendeley



Keywords

microteaching lesson study; EFL student teachers; teaching internship

References

Cavin, M. Rose. 2007. Developing Technological Pedagogical Content Knowledge in Preservice Teachers through Microteaching Lesson Study. Doctoral Dissertation. Florida: Florida State University.

Darling-Hammond, Linda. 2006. Constructing 21st-Century Teacher Education. Journal of Teacher Educator, 57 (10), 1-15.

Day, Richard R. 2013. Peer Observation and Reflecting in the ELT Practicum. Dil ve Edebiyat Egittimi Dergisi, 8, 1-8.

Dornyei, Zoltan. 2011. Research Methods in Applied Linguistics. Oxford: Oxford University Press.

Fernandez, Maria Lorelei. 2008. Developing Knowledge of teaching Mathematics through Coooperation and Inquiry. Mathematics Teacher, 1 (7), 534-538.

Freeman, D. & Johnson, K.E. 1998. Reconceptualizing The Knowledge-Base Of Language Teacher Education. TESOL Quarterly, 32, 397–417.

Johnson, Karen E. 2009. Second Language Teacher Education A Sociocultural Perspective. New York: Routledge.

Kim, Ji Young. 2010. A Case Study of Lesson Study in a High School: Implementation after the Initial Funding Cease. Doctoral Dissertation. Illinois: University of Illinois at Urbana-Champaign.

Littleton, K. & Mercer, N. (2010). The significance of educational dialogues between primary school children. In Littleton, K. & Howe, C. (eds.). Educational Dialogues: Understanding and Promoting Productive Interaction (pp. 271-288). London: Routledge.

MacDowell, Amy. 2010. Preservice Teachers’ Use of Lesson Study in Teaching Nature of Science. Doctoral Dissertation. Georgia: Georgia State University.

Mercer, N. & Littleton, K. (2007).Dialogue and the Development of Children Thinking: A Sociocultural Approach. London: Routledge.

Mergler, Amanda G. and Donna J Tangen. 2010. Using Microteaching to Enhance Teacher Efficacy in Preservice Teachers. Teaching Education. 21 (2), 199-210.

Meyer, Rachelle D. 2005. Lesson Study: The Effects on Teachers and Students in Urban Middle School. Doctoral Dissertation. Texas: Baylor University.

Molina, Roxanne V. 2012. Microteaching Lesson Study: Mentor Interaction Structure and Its Relation to Elementary Preservice Mathematics Teacher Knowledge Development. Doctoral Dissertation. Florida: Florida International University.

Singh, Gurmit and Jack C. Richards. 2009. Teaching and Learning in the Course Room. In Anne Burns and Jack C. Richards (Eds.). The Cambridge Guide to Second Language teacher Education (pp. 201-208). Cambridge: Cambridge Unversity Press.

Stigler, J. W., and J. Hiebert. 1999. The Teaching Gap: Best Ideas from the World’s Teachers for Improving Education in the Classroom. New York: Free Press

Van Sickle, Julie Ann. 2011. Lesson Study’s Impacts on Teacher Perception of Efficacy in Teaching. Master Thesis. California: Humboldt State University.

Wilson, Suzanne M and Penelope L. Peterson. 2006. Theories of Learning and Teaching What do They Mean for Educators? Washington: NEA.


DOI: https://doi.org/10.24167/celt.v18i1.1212

Article Metrics

Abstract viewed : 83 times




Copyright (c) 2018 Celt (A Journal of Culture, English Language Teaching & Literature)



| pISSN (print): 1412-3320 | eISSN (online): 2502-4914 | web
analytics View My Stats