Rainal Wempi Pasaka, 2014 The Exploration Of Pre-Service Efl
Teachers’ Challenges In Field Practicum
Pendidikan Indonesia |
repository.upi.edu |
perpustakaan.upi.edu
CHAPTER II THEORETICAL FOUNDATIONS
This chapter encompasses main theoretical frameworks underlying the current study. The theoretical foundations addressed in the study consist of theoretical
frameworks regarding pre-service teachers, concepts of field practicum, summary of pre-
service teachers‟ challenges in field practicum and findings from studies related to the current research.
2.1 Pre-service Teacher
There are two parts reviewing theoretical frameworks in relation with pre- service teachers. The sections include pre-service teacher education and standards
of EFL teacher education.
2.1.1 Pre-service EFL teacher education.
Pre-service teachers are students who are educated in a teacher training institute or university to be a teacher in a school Freeman, 2009, p. 12. Therefore,
pre-service ESLEFL teachers can be defined as students trained and prepared with English competence and knowledge of teaching methodology in order to
teach English as second or foreign language Thomas, 1987, p. 39; see also Freeman, 2009, p. 12.
ESLEFL teacher education programs, as proposed by Shulman 1987, in Randall Thornton, 2001, need to embed the following knowledge in their
courses: 1 content knowledge referring to knowledge of English language, 2 general pedagogic knowledge, referring to knowledge of common issues in
teaching, e.g. classroom management, 3 curriculum knowledge, referring to
Rainal Wempi Pasaka, 2014 The Exploration Of Pre-
Service Efl Teachers’ Challenges In Field Practicum
Pendidikan Indonesia |
repository.upi.edu |
perpustakaan.upi.edu
insights as to materials development, 4 pedagogical-content knowledge, referring to knowledge of language acquisition and its relationship with teaching
approaches, methods and techniques, 5 knowledge of learners and their characteristics, referring to knowledge of the importance of finding out students‟
needs and students‟ learning behavior, 6 knowledge of education context,
referring to knowledge of different teaching contexts which are affected by sociocultural and institutional factors, and 7 knowledge of education ends,
purposes and values and the philosophical and historical issues, referring to understanding of the history of English language teaching methodology Shulman,
1987, as cited in Randall Thornton, 2000, p. 27-29; cf. Ellis, 1990, p. 26 Furthermore, it is indicated by Kamhi-Stein 2009 that the current
ESLEFL teacher education programs need to equip student teachers with professional development, communicative language teaching, understanding on
English ownership, knowledge of numerous settings of ESLEFL teaching practice, and awareness of
ESLEFL teachers‟ status Kamhi-Stein, 2009, p. 96- 97; see also Freeman, 2009, p. 14-5. Additionally, one of the criteria of a
successful teaching education program in the context of field practicum is the establishment of “intensive and supportive interaction among practicum
participants” Tomaš, Farrelly, Haslam, 2008, p. 663. Furthermore, teacher
education programs need to plan and thus develop curriculum interweaving with “how [pre-service teachers] learn” Graves, 2009, p. 120. This is in line with the
focus of the current study which is to discover the learning experience of pre- service teachers and to further contribute to the improvement of teacher education
programs Farrel, 2003 in Gan, 2013, p. 104; see Chapter 1, Section 1.5.
2.1.2 Standards in EFL teacher education.
