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

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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 RetoADVISORS: 

DIRECTOR: Lic. Miguel Ponce, M,Sc.

CODIRECTOR: Dr. Ma. Teresa Llumiquinga

problem formulation
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?
objectives
Objectives

General

To demonstrate and determine the impact of pre-service teacher education on teacher attributes

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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
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.

hypothesis system
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 three methodological design
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 four testing the hypothesis graphical exposition of result responses percentage
PART FOURTESTING THE HYPOTHESISGraphical exposition of resultResponses Percentage (%)

STUDENTS

TEACHERS

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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

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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

testing the hypothesis formula
Testing the hypothesis FORMULA

Students

Chi-square: 106.90

Contingency Coefficient: 0,26

Critical value: 51

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Testing Hypothesis

TeachersFORMULA

Chi-square: 10.91

Contingency Coefficient: 0,314

Critical value: 28.87

graphical representation of testing hypothesis students
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
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.
conclusions recommendations1
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.
conclusions recommendations2
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.

part five the proposal
PART FIVETHE PROPOSAL

PART FIVETHE PROPOSAL