author: verónica gabriela poveda reto advisors: director: lic. miguel ponce, m,sc. codirector: dr....
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ARMY POLYTECHNIC SCHOOLDEPARTMENT OF LANGUAGES
APPLIED LINGUISTICS IN ENGLISH CAREER
“THE IMPACT OF PRE-SERVICE TEACHER EDUCATION ON TEACHER ATTRIBUTES ATTENDING THE EIGHTH
YEAR OF BASIC EDUCATION AT ‘MENOR’ HIGH SCHOOL
DURING 2010-2011 SCHOOL YEAR”AUTHOR:Verónica Gabriela Poveda Reto ADVISORS:
DIRECTOR: Lic. Miguel Ponce, M,Sc.
CODIRECTOR: Dr. Ma. Teresa Llumiquinga
IDEN
TIF
ICATIO
N O
F TH
E
PR
OB
LEM
Problem-Formulation
• What is the impact of pre-service teacher education on teacher attributes attending the eighth year of basic education at ‘Menor’ High School during the 2010-2011 school year?”
• What is the real interest of the student-teachers for teaching in-service?
• How do student-teachers apply the methods of teaching?
Variables Matrix• Preservice Teacher EducationIndependent
• Teacher Attributes
Dependent
Objectives
General
To demonstrate and determine the impact of pre-service teacher education on teacher attributes
Specific
To identify roles and responsibilities during pre-eservice
To establish the different strategies and methodology applied by the student-teachers
To develop a final results analyze from the different student-teachers’ profiles
Justification Teaching practice is an important requirement for a
teacher's career, where different skills are developed and impacts on the scene the theoretical with the practical. A major issue was found at ‘Menor’ high school; Low professional profile of the student-teachers. Thus the study of this project seeks to benefit future student-teachers during their practices, identifying issues, causes and effects, providing conclusions and recommendations by offering a tempting proposal contributing for getting the best professionals in our country.
Theoretical Framework
ONE
•‘Menor’ High School
•Record/history – Pedagogical Models
TWO
•Preservice Teacher Education
• Gain Confidence in teaching skill - Increasing the self-efficacy
THREE
•Teacher Attributes
•Background knowledge- Interaction/commands
FOUR
•The pre-service teacher education and teacher attributes
•The competency and the professionalism
FIVE
•Other Causes of the core problem
•Not know how to apply the different methods of teaching
Hypothesis System
Working hypothesis
“The pre-service teacher education impacts on teacher attributes”.
Null hypothesis
“The pre-service teacher education does not impact on teacher attributes”
PART THREEMETHODOLOGICAL DESIGN
Type and research design
This research was applied, descriptive and of field. The technique for collecting data was the survey. The study was quantitative and transversal.
Population and sample size
The research was survey with 10 teachers and 138 students attending the eighth year of basic education at ‘Menor’ High School.
Instruments for data collection
The instruments for gathering data were through administering surveys to the teachers’ staff and students.
Processing and analysis
Quantitative data was tabulated and compared by using LIKERT scale, Chi-square and the coefficient of contingency.
PART FOURTESTING THE HYPOTHESIS
Graphical exposition of resultResponses Percentage (%)
STUDENTSTEACHERS
Q N0.HS S MS AU TU
1 5 23 62 6 4
2 5 20 54 15 5
3 4 20 55 15 6
4 4 23 54 13 7
5 4 19 53 18 7
6 6 17 55 14 7
7 1 22 53 14 9
8 2 12 59 21 6
9 6 19 42 24 9
10 4 11 36 27 23
T 41 186 523 167 83
Q N0.HS S MS AU TU
1 0 40 50 10 0
2 0 20 70 10 0
3 0 40 60 0 0
4 0 20 70 10 0
5 0 30 50 20 0
6 0 40 60 0 0
7 0 20 70 10 0
8 0 50 40 10 0
9 0 20 70 10 0
10 0 10 70 20 0
T 0 290 610 100 0
HS
HIGHLY SATISFACTORY
S SATISFACTORY
MS
MEDIUM SATISFACTORY
AU
ALMOST UNSATISFACTORY
TU TOTALLY UNSATISFACTORY
INDICATORS
QUESTIION 1 How do you rate the performance level of teaching and pedagogical skills that student-teachers have used during the pre-professional practice?
Students TeachersINDICATORS FREQUENCY PERCENTAGE
HIGHLY SATISFACTORY 7 5%
SATISFACTORY 32 23%
MEDIUM SATISFACTORY
86 62%
ALMOST UNSATISFACTORY
8 6%
TOTALLY UNSATISFACTORY
5 4%
5%
23%
62%
6% 4%HIGLY SATISFACTORY
SATISFACTORY
MEDIUM SATISFACTORY
ALMOST UNSATISFACTORY
TOTALLY UNSATISFACTORY
INDICATORS FREQUENCY PERCENTAGE
HIGHLY SATISFACTORY 0 0%
SATISFACTORY 4 40%
MEDIUM SATISFACTORY
5 50%
ALMOST UNSATISFACTORY
1 10%
TOTALLY UNSATISFACTORY
0 0%
40%
50%
10% HIGLY SATISFACTORY
SATISFACTORY
MEDIUM SATISFACTORY
ALMOST UNSATISFACTORY
TOTALLY UNSATISFACTORY
QUESTION 10What scale you place the level of student-teachers to build cultural and professional networks among practitioners collaborative colleagues developed to link common purposes within and outside the classroom?
Students Teachers
INDICATORS FREQUENCY PERCENTAGE
HIGHLY SATISFACTORY 5 4%
SATISFACTORY 15 11%
MEDIUM SATISFACTORY
49 36%
ALMOST UNSATISFACTORY
37 27%
TOTALLY UNSATISFACTORY
32 23%
4%
11%
36%27%
23%
HIGLY SATISFACTORY
SATISFACTORY
MEDIUM SATISFACTORY
ALMOST UNSATISFACTORY
TOTALLY UNSATISFACTORY
INDICATORS FREQUENCY PERCENTAGE
HIGHLY SATISFACTORY 0 0%
SATISFACTORY 1 10%
MEDIUM SATISFACTORY
7 70%
ALMOST UNSATISFACTORY
2 20%
TOTALLY UNSATISFACTORY
0 0%
10%
70%
20%HIGLY SATISFACTORY
SATISFACTORY
MEDIUM SATISFACTORY
ALMOST UNSATISFACTORY
TOTALLY UNSATISFACTORY
Testing the hypothesis FORMULA
Q N0.
HS S MS AU TU TOTAL
1 7 32 86 8 5 138
2 7 28 75 21 7 138
3 6 27 76 21 8 138
4 5 32 74 18 9 138
5 5 26 73 25 9 138
6 8 24 76 20 10 138
7 2 31 73 19 13 138
8 3 16 82 29 8 138
9 8 26 58 33 13 138
10 5 15 49 37 32 138
Total 56 257 722 231 114 1380
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2
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6,5138056138 x
feHS
7,251380257138 x
feS
2,721380722138 x
feMS
1,231380231138 x
feAU
4,111380114138 x
feTU
Students
Chi-square: 106.90 Contingency Coefficient: 0,26Critical value: 51
Q N0.HS S MS AU TU TOTA
L1 0 4 5 1 0 10
2 0 2 7 1 0 10
3 0 4 6 0 0 10
4 0 2 7 1 0 10
5 0 3 5 2 0 10
6 0 4 6 0 0 10
7 0 2 7 1 0 10
8 0 5 4 1 0 10
9 0 2 7 1 0 10
10 0 1 7 2 0 10
Total 0 29 61 10 0 100
Teachers FORMULAfe
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2
n
fe nn cf
9,21002910 x
feS
1,61006110 x
feMS
11001010 x
feAU
Testing Hypothesis
Chi-square: 10.91 Contingency Coefficient: 0,314Critical value: 28.87
Graphical Representation of testing hypothesis STUDENTS
Ho Acceptance zone Ho Rejection
0 51 Critical value 106.90
TEACHERS
Ho Acceptance zone
0 10.91 28.87 critical value
Conclusions Recommendations
Tutors contradict the working hypothesis; Teachers-tutors try not to express dissatisfaction by their student-teachers they are in charge of because they would be revealing their own attributes.
Tutors must take general responsibility for coordinating guidelines during the students’ practice in order.
Conclusions Recommendations Student-teachers are
not fully trained for an adequate development of teaching activities in the EFL classroom.
Students-teachers have low level of education and few pedagogical skills for achieving an excellent construction of knowledge.
Student-teachers should develop appropriate strategies and activities with adequate techniques.
Student-teachers should establish appropriate and usual pedagogical skills with adequate construction of knowledge.
Conclusions Recommendations
The lack of development of the essential quality of instruction, instructional management techniques, and the lack of cooperative learning techniques.
Student-teachers and tutors must prepare lesson plans properly, implement appropriate teaching strategies.
PART FIVE
THE PROPOSAL
PART FIVE
THE PROPOSAL
Narrative Summary of objectives
Indicators VerificationMedia
Assumptions
Goals
1. Contribute to the increment of students registering high achievement
2. Contribute Students express their needs easily, applying the language in all aspects of their daily life.
The students’ performance, increase with an 89% in the first months significantly
Students able to express and complement their ideas increasingly
Test results
Oral exercises &Speaking Testresults
Students will feel motivated to keep their high grades.
Interest for improving the vocabulary using synonyms and antonyms
Purpose
Developing high professional profile of the Student-Teacher in the EFL classroom
Pupils with high abilities for understanding of language with a 75%.Student-Teachers have demonstrated interest by developing a high professional profile in the EFL classroom with an 85% . They have showed their vocation for teaching
Pre-service results -Student-Teachers with conditions to work with excellent interpersonal relationships-Proper guidance of Advisors to Student-Teachers-Student-Teacher with Vocation for teaching
Vertical Logic of the Goals Column
Narrative Summary of objectives
Indicators VerificationMedia
Assumptions
Components
1.The knowing is of high quality to apply the different methods of teaching
2. Applying Excellent interpersonal relationships with the involved people
Student-Teachers gain experience and perfect their teaching methods, remarkable development of students’ performance, increase with a 95% during first two months
Good Teamwork, coordination in the classroom, increase with an 87%
Statistics students’ scores
Statistics of the Effective classroom
Student-Teachers are unable to take the control of a students’ group
Pupils have abilities for communicating their concerns and questions about some subject with Student-Teachers
Vertical Logic of the Goals Column
Activities Resources Cost
1. Implementing adequate and current teaching skills
-Learner-Centered vs. Curriculum-Centered
Teachers
-Levels of Questions in Bloom's Taxonomy
-Adapting Language Arts, Social Studies, and
Sciencefor the Inclusive
Classroom
2. Analyzing of Vocation for teaching
-Teaching as a profession
-The meaning of "profession" and "professional“
-Professional competence
-Training course for Student-Teachers-Materials-Computer-In-Focus
-Pedagogical Test-Psychological Test
$2,500
$330
Vertical Logic of the Goals Column
Activities Resources Cost
3. Analyzing of High instructional qualities
-The Power of Instruction
-Quality Classroom Reading Instruction
-Curriculum and instruction
-Psycho-Technical Test-External Evaluation of Teacher performance
$120
Vertical Logic of the Goals Column
THE END
THANKS
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