INVESTIGATING KURDISH EFL STUDENT TEACHERS’  CLASSROOM TEACHING EXPERIENCES AND PROBLEMS  DURING TEACHING PRACTICE

ZAKI H.  MOHAMMAD; MOHAMED BASIL.  AL-AZZAWI

doi:10.26682/hjuod.2023.26.1.38

ZAKI H. MOHAMMAD Dept. of Applied Linguistics, College of Languages, University of Duhok, Kurdistan Region-Iraq
MOHAMED BASIL. AL-AZZAWI Dept. of English, Al-Noor University College, Mosul-Iraq

DOI: https://doi.org/10.26682/hjuod.2023.26.1.38

Keywords: Student teachers; Teaching practice; Classroom teaching, Problems, EFL

Abstract

Teaching practice (TP), also known as teaching practicum, is a compulsory component of every teacher education program. In recent years, multiple studies have attempted to understand student teachers' school-based teaching practice challenges. However, there has been insufficient investigation into the classroom experiences and challenges of the student teachers. This study aims to investigate the English language student teachers' classroom teaching experiences and problems they face during teaching practice at four public colleges of education and basic education in Duhok, Kurdistan region of Iraq (KRI). A 31-item questionnaire (paper and online) categorized into four domains - problems related to: student teachers (STs), classroom students, textbooks, and classroom environment-was administered to 132 participants at the end of their TP. The study revealed that student teachers encountered a wide range of challenges most of which were caused by the classroom students and classroom environment while less frequently by textbooks and STs themselves. These results allow us to understand the nature of the problems that handicap a productive and impactful TP course that aims to develop the skills of student teachers. These findings should provide a promising data framework for future plans of teaching practice

Downloads

Download data is not yet available.

References

Ababneh, S. (2012). Towards a better English classroom: Implementing effective classroom management strategies. International Journal of Education, 4(4), 300-310.
Abdulrahman, B. S. (2019). Kurdish EFL student teachers’ practicum experience: Some Basic Challenges. Journal of University of Human Development, 5(2),13-19.
Alamri, H. (2018). Challenges in practicum: views and perceptions of EFL pre-service teachers towards field experience skills in real classrooms. Arab World English Journal, 19(1), 146-162.
Al-Mahrooqi, R. (2011). EFL students’ teacher perceptions of the teaching practice program at SQU. Arab World English Journal, 2(2), 243-266.
Brime, A. A. & Amin, Zh. H. (2020). The implementation of communicative language teaching by Kurdish EFL student-teachers at colleges of education. Journal of Tikrit University for Humanities, 27(6), 56-41. http://www.jtuh.tu.edu.iq
Canh, L. V. (2014). Great expectations: The TESOL practicum as a professional learning experience. TESOL Journal, 5(2), 199-224.
Darden, G., Darden, A., Scott, K., & Westfall, S. (2001). The student-teaching experience. Journal of Physical Education, Recreation and Dance, 72(4), 50-53.
Darling-Hammond, L. (2006). Constructing 21st-century teacher education. Journal of Teacher Education, 57(3), 300–314.
Darling-Hammond, L., & Bransford, J. (2005). Preparing teachers for a changing world: What teachers should learn and be able to do. San Francisco, CA: Jossey-Bass. http://www.highered.nysed.gov/pdf/lindadarlinghammond.pdf
Farrell, T.S. (2001). English language teacher socialisation during the practicum. Prospect, 16(1), 49-62. https://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.517.3418&rep=rep1&type=pdf
Gan, Zh. (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
Ganal, N., Andaya, O., & Guiab, M. (2016). Problems and difficulties encountered by student teachers of Philippine Normal University Isabela Campus. International Journal of Science and Engineering, 1(9). http://ephjournal.com/EPH-Pdf
Grudnoff, L. (2011). Rethinking the practicum: limitations and possibilities. Asia-Pacific Journal of Teacher Education, 39(3), 223-234.
Haji, N. (2018). The perceptions of EFL teachers about their pre-service preparation in Iraqi-Kurdistan [PhD Dissertation, University of Arkansas]. https://scholarworks.uark.edu/etd/2687
Hamaidi, D., Al-Shara, I., Arouri, Y., & Awwad, F. A. (2014). Student - Teacher’s Perspectives of Practicum Practices and Challenges. European Scientific Journal, 10, 191-214.
Hamasaid, H. H. & Saheb, B. M. (2020). Challenges experienced by Kurdish EFL student-teachers during their teaching practicum. HUJ, 5(4). https://huj.uoh.edu.iq/index.php/HUJ/article/view/huj-10341
Hassan, F. and Ghafor, O. (2014). Assessing the suitability of ‘sunrise’ programme to the Kurdish learners of the seventh basic grade in the schools of Erbil City. Journal of Teaching and Education, 3(3), 469–482. https://ssrn.com/abstract=3019199
Huling, L. (1998). Early field experiences in teacher education. ERIC Digest, ED429054. Washington, D.C.: ERIC Clearinghouse on Teaching and Teacher Education.
Hwang, Yoon-Se, Jang, Young-Sook, Choi & Mi-Sook (2004). An effect of teaching practices and organizational climate in kindergarten on the self-concept, role performance and teaching efficacy. Korea Journal of Child Care and Education, 38, 195-218.
Kawthar, P. Sh. (2016). Evaluating the “Sunrise” curriculum for teaching English as a foreign language in the Kurdistan Region in Iraq”. Al-Fath Journal, 68. https://www.iasj.net/iasj/pdf/1eb65a18de41a67d
Liu, E., Liu, C., & Wang, J. (2015). Pre-service science teacher preparation in China: Challenges and promises. Journal of Science Teacher Education, 26(1), 29-44.
Moussaid, R., & Zerhouni, B. (2017). Problems of pre-service teachers during the practicum: An analysis of written reflections and mentor feedback. Arab World English Journal, 8(3), 135-153.
Murtaza, A. (2011). Comparative Study of Teaching Practice in Teacher Training Programmes (1st ed.). LAP LAMBERT Academic Publishing.
Omer, S. L. (2020). The perspective of EFL teachers on the use of communicative language teaching CLT in English classes in Erbil city. QALAAI ZANIST JOURNAL, 5(2), 1189–1213. https://doi.org/10.25212/lfu.qzj.5.2.36
Omer, T., & Jukil, A.M. (2019). Theoretical perspectives on learning: Sunrise program as an example for learning English in the Iraqi Kurdistan Region. International Journal of Psychosocial Rehabilitation, 23(03).
Riesky. (2013). How English student teachers deal with teaching difficulties in their teaching practicum. Indonesian Journal of Applied Linguistics, 2(2), 250-261
Sarıçoban, A. (2010). Problems encountered by student-teachers during their practicum studies. Procedia-Social and Behavioural Sciences, 2(2), 707-711.
Smith, K., & Lev-Ari, L. (2005) The place of the practicum in pre-service teacher education: The voice of the students. Asia-Pacific Journal of Teacher Education, 33(3) 289–302.
Sofi-Karim, M. (2015). English language teaching in the Kurdistan Region of Iraq [Master’s Dissertation, Webster University]. 10.13140/RG.2.1.3494.2564.
Tuli, F. & File, G. (2009). Practicum experience in teacher education. Ethiopia Journal education and sciences, 5 (1), 107-106.
Vernez, G.; Culbertson, S. & Constant, L. (2014). Strategic priorities for improving access to quality education in the Kurdistan Region—Iraq. RAND Education. https://www.rand.org/pubs/monographs/MG1140-1.html
Yunus, M.M., Hashim, H., Ishak, N.M., & Mahamod, Z. (2010). Understanding TESL pre-service teachers’ teaching experiences and challenges via post-practicum reflection forms. Procedia - Social and Behavioral Sciences, 9, 722-728.