An EFL Teacher Education Programme: Issues and Concerns from a Yemeni University

Autor/inn/en	Al-Jaro, Morshed Salim; Asmawi, Adelina
Titel	An EFL Teacher Education Programme: Issues and Concerns from a Yemeni University
Quelle	In: Arab World English Journal, 10 (2019) 1, S.139-154 (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Al-Jaro, Morshed Salim) ORCID (Asmawi, Adelina)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2229-9327
Schlagwörter	Foreign Countries; Teacher Education Programs; Language Teachers; Second Language Learning; Second Language Instruction; English (Second Language); Teaching Methods; Educational Change; Student Teacher Attitudes; Undergraduate Students; Lesson Plans; Educational Benefits; Program Evaluation; Yemen + Suchen Sie Ihr Suchwort? Ausland; Language teacher; Sprachunterricht; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungsreform; Lesson planning; Unterrichtsplanung; Bildungsertrag; Programme evaluation; Programmevaluation; Jemen
Abstract	Teacher education programmes (TEPs) promote unique experiences that involve a deep understanding of teaching needs, advanced strategies, preparation and training at universities or schools. The main objective of this study is to investigate the English teacher education programme (ETEP) in order to reform and develop current teaching practices in a rapidly developing area of research. The present study aims to look at three main areas which include the university preparation strategy, classroom teaching and supervisory support of an ETEP in Yemen. The data were collected through a questionnaire emailed to all the fourth-year student teachers of the English Department, Faculty of Education, at a public university in Yemen. The results reveal several issues concerning university courses, pedagogical practices, planning lessons, methodologies, and approaches. They disclose some inconsistencies between the proposed strategies at the university and the actual classroom implementation. The results also indicate that the present teaching duration is insufficient to realize the real benefits of the program for sustainable growth. The study provides some recommendations for student teachers, teachers, supervisors, curriculum designers, and policymakers. (As Provided).
Anmerkungen	Arab World English Journal. 10602 Davlee Lane, Richmond, Texas, 77407. e-mail: editor@awej.org; e-mail: info@ASELS.org; Web site: https://awej.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01