1 / 25

AUTHOR: Verónica Gabriela Poveda Reto ADVISORS:  DIRECTOR: Lic. Miguel Ponce, M,Sc .

ARMY POLYTECHNIC SCHOOL DEPARTMENT 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”.

lemuel
Download Presentation

AUTHOR: Verónica Gabriela Poveda Reto ADVISORS:  DIRECTOR: Lic. Miguel Ponce, M,Sc .

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. 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 RetoADVISORS:  DIRECTOR: Lic. Miguel Ponce, M,Sc. CODIRECTOR: Dr. Ma. Teresa Llumiquinga

  2. IDENTIFICATION OF THE PROBLEM

  3. 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?

  4. Variables Matrix

  5. Objectives General To demonstrate and determine the impact of pre-service teacher education on teacher attributes

  6. 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

  7. 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.

  8. Theoretical Framework

  9. 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”

  10. 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.

  11. PART FOURTESTING THE HYPOTHESISGraphical exposition of resultResponses Percentage (%) STUDENTS TEACHERS

  12. 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 Teachers

  13. 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

  14. Testing the hypothesis FORMULA Students Chi-square: 106.90 Contingency Coefficient: 0,26 Critical value: 51

  15. Testing Hypothesis TeachersFORMULA Chi-square: 10.91 Contingency Coefficient: 0,314 Critical value: 28.87

  16. 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

  17. ConclusionsRecommendations • 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.

  18. ConclusionsRecommendations • 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.

  19. ConclusionsRecommendations 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.

  20. PART FIVETHE PROPOSAL PART FIVETHE PROPOSAL

  21. Vertical Logic of the Goals Column

  22. Vertical Logic of the Goals Column

  23. Vertical Logic of the Goals Column

  24. Vertical Logic of the Goals Column

  25. The end THANKS

More Related