Interventions in the Egyptian Internship Program for Teachers of English as a Foreign Language
DOI:
https://doi.org/10.31686/ijier.vol4.iss7.566Keywords:
teacher’s education, teachers evaluation, active learning, learning theories, differentiation, MALL (mobile-assisted language learning), learners attitudesAbstract
This research paper diagnostically measures the teaching proficiency level of ten interns, teaching English as a foreign language in Zahran Secondary School, Alexandria, Egypt, to specify their proficient competencies as well as their weaknesses. It also develops a 6 sessions workshop to upgrade the teaching skills of the ten interns focusing primarily on their six most challenging teaching skills. The 6 sessions workshop, concurrently, compensates for the most recent and upgraded pedagogical and methodological trends, that are not considered in their courses at the faculty of education. The results of the evaluation procedures and the 6 sessions workshop indicate that their overall teaching proficiency augmented with a rate of 19.22 after the execution of the workshop. Consequently, it is highly recommended that their academic education at the faculty of education should be supplemented with workshops in their internship program to set resolutions for the teaching hindrances that they encounter. Additionally, the Egyptian internship program, in other governorates in Egypt, should be modified to include similar workshop sessions enhancing the teaching skills of the interns and providing resolutions for their teaching impediments.
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Abbreviations
EFL English as a foreign language
NCLB No Child Left Behind Act
CALL computer-assisted language learning
MALL mobile-assisted language learning
DfES Department of Education and Skills in the United Kingdom
KS3 Key Stage 3
IGCSE International General Certificate of Secondary Education
SPSS Statistical Package for Social Sciences
USB Universal Serial Bus
IUFM Instituts Universitaires de Formation des Maîtres
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