| Pub. Date | : March, 2020 |
|---|---|
| Product Name | : The IUP Journal of English Studies |
| Product Type | : Article |
| Product Code | : IJES92003 |
| Author Name | : Salma Al-Humaidi, Mohamed Ismail Abu Rahmah |
| Availability | : YES |
| Subject/Domain | : Arts & Humanities |
| Download Format | : PDF Format |
| No. of Pages | : 18 |
A very important component of the teacher education program at Sultan Qaboos University (SQU), Sultanate of Oman, is teaching practice. It reflects the practical and professional effect of the pedagogical and specialized courses offered to the student teachers enrolled at the College of Education. In order to maximize its effectiveness, its objectives, tools, and procedures should be revised and upgraded frequently, taking into consideration the current developments in the field of teacher education. Hence, this paper proposes a model for enhancing the teaching practice program offered to the student teachers of English at SQU. It also describes the stages of the model which include: exploring theory; microteaching and reflection; lesson planning and tutor feedback; real teaching and observation; and post-teaching, reflection, and feedback. Some recommendations have been given for maximizing the effectiveness of the teaching practice program at SQU.
As with most teacher education programs, the training program of the student teachers of English at Sultan Qaboos University (SQU), Sultanate of Oman, incorporates academic/specialized components as well as pedagogical components. While the academic/specialized components cover courses that provide the students with a strong foundation in content knowledge of the subject they are being trained to teach (i.e., English), the pedagogical components incorporate courses that cover the foundations of education, educational psychology, methods of teaching, curriculum studies, instructional technology, and fieldwork (practicum/teaching practice).