Professional Learning Community in Pre-Service Teacher Education: Learning to become teacher researchers

DOI

10.2991/conaplin-18.2019.234How to use a DOI?

Keywords

feedback; pre-service teachers; teacher-supervisor; teaching practice program; teacher education

Abstract

This present case study investigated how pre-service English teachers perceive feedback provision from their teacher-supervisor during their three-month teaching practice program. Three pre-service English teachers at a public secondary school served as respondents. They served seventh and eighth secondary school graders in the target school. The data were gathered through three audio-recorded post-teaching conferences and three guided grouped interviews. The data collected were analyzed qualitatively using content analysis. The results indicated that regardless few similar foci on the pre-service teachers teaching and their subject-matter mastery, the pre-service teachers mainly perceived the feedback provision differently in different teaching contexts for some reasons. In this regard, the different perceived comments and the reasons and further recommendation are discussed in the paper.

Copyright

© 2019, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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TY  - CONF
AU  - Fazri Nur Yusuf
AU  - Rojab Siti Rodliyah
AU  - Muhammad Handi Gunawan
AU  - Ari Arifin Danuwijaya
PY  - 2019/06
DA  - 2019/06
TI  - Professional Learning Community in Pre-Service Teacher Education: Learning to become teacher researchers
BT  - Proceedings of the Eleventh Conference on Applied Linguistics (CONAPLIN 2018)
PB  - Atlantis Press
SP  - 97
EP  - 101
SN  - 2352-5398
UR  - https://doi.org/10.2991/conaplin-18.2019.234
DO  - 10.2991/conaplin-18.2019.234
ID  - Yusuf2019/06
ER  -