Exploring the learning experience of esl/ efl pre-service teachers in a new practicum model: a case study

• Main Author: Nguyễn, Diệu Thuý
• Other Authors: Phạm, Hoàng Long Biên
• Format: Final Year Project
• Language: English
• Published: ĐHQGHN 2020
• Subjects: Tiếng Anh sư phạm; Trải nghiệm học tập; Giáo sinh thực tập
• Online Access: http://repository.vnu.edu.vn/handle/VNU_123/95512
• Institution: Vietnam National University, Hanoi

A new model of teaching practicum has just been launched in university U, one of the leading higher education institutions of the nation in the field of teacher education. Innovative as it is, no research has investigated the new practicum, especially the learning experience of student teachers in such model. This study thus sought to reveal what student teachers learnt in a new practicum model and how their learning occurred. For this purpose, qualitative research methodology was adopted with six participants took part in the study. There were four senior year student teachers and two representatives from the university where the new practicum model was launched participating in this study. The data were collected via reflective journals, semistructured interviews, observation notes and were analyzed through thematic content analysis. The results indicated student learning during their practicum occurred through both intra and interpersonal process that involved observation, reflection, action and interaction with experienced teachers. In addition, pre-service teachers were also found to have basically demonstrated eight out of ten competencies from Domain 2 and 3 of the English Teacher Competency Framework (ETCF) for Vietnamese in-service teachers. Among these competencies, understanding learners and employing technology in teaching were prominent in the student participants. Based on the findings, some recommendations were offered.