What Pre-Service Teachers Learn About Foreign Language Activities in Their Teaching Practicum

Abstract

The purpose of this paper is to describe what pre-service teachers learn about Foreign Language Activities during their teaching practicum. The participants were five pre-service teachers who were 3rd year students at a university. The teaching practicum was conducted in the 2nd grade class at an elementary school attached to a local university of education. Video recordings of the pre-service teachers’ discussions about Foreign Language Activities were collected for data. Analysis was carried out by Modified Grounded Theory Approach (MGTA). Results indicate that the pre-service teachers gained a better understanding of Children’s ways of learning English, Instructional knowledge, English knowledge, Importance of communication, and Collegiality in their teaching practicum. Outcomes suggest that schools should consider giving pre-service teachers opportunities to practice through lessons for Foreign Language Activities, and suggest that peer learning is very useful in a teaching practicum.