Student Teachers of English on the Lookout for Good Teaching

Evija Latkovska
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Abstract

Education has always been a subject to changes structure and content wise; its quality has been an issue all the time. In Latvia, the recent reform named School 2030, which essence is a competence approach to the curriculum, is introducing its requirements. Additionally, the government has planned to introduce a system monitoring the quality of education by 2023. Consequently, questions like what a good school, teacher and teaching are gain certain attention. The particular qualitative approach research concentrates on finding out student teachers’ answers to these questions as core values they remember to be the most significant ones to make them think of their schools, teachers and their teaching as good. The aim of the research is to examine how student teachers of English who have begun their teacher education studies recently perceive good teaching. To provide answers, they filled out Personal Statement – an introductory part of the European Portfolio for Student Teachers of Languages. The research sample of the case study consists of 55 second and fourth year full and part-time students who have decided to become teachers of English. They are studying at the faculty of Education, Psychology and Art, the University of Latvia. To analyse student teachers’ opinions, content analysis was used. The data allows concluding that student teachers’ perception of good teaching is characterised by three key elements: good classroom management techniques, relevant teaching methodology and teachers’ personalities. Furthermore, student teachers of English are of the opinion that in good teaching environment teachers take into account their pupils’ personalities. The same ideas prevail in the answers revealing what student teachers want to master in their studies. That implies student teachers of English long to see academic staff at the university as role models of good teaching.
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英语实习教师寻找好的教学
教育一直是结构和内容变化的主题;它的质量一直是个问题。在拉脱维亚,最近一项名为“学校2030”的改革正在引入其要求,其本质是一种能力课程方法。此外,政府还计划在2023年之前引入教育质量监控系统。因此,什么是好学校、好老师、好教学等问题受到了一定的关注。特定的定性方法研究侧重于找出学生教师对这些问题的回答,作为他们记得的最重要的核心价值观,使他们认为他们的学校,老师和他们的教学是好的。本研究的目的是考察最近开始教师教育学习的英语实习教师如何看待良好的教学。为了提供答案,他们填写了个人陈述,这是欧洲学生语言教师作品集的介绍性部分。案例研究的研究样本包括55名决定成为英语教师的二年级和四年级全日制和非全日制学生。他们在拉脱维亚大学教育、心理和艺术系学习。为了分析学生教师的意见,采用了内容分析法。这些数据可以得出结论,学生教师对良好教学的看法具有三个关键要素:良好的课堂管理技术、相关的教学方法和教师的个性。此外,英语实习教师认为,在良好的教学环境中,教师会考虑学生的个性。在揭示学生教师想在学习中掌握什么的答案中,同样的观点也很普遍。这意味着英语实习教师渴望将大学的学术人员视为良好教学的榜样。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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