Pre-recorded Session Poster (45 minutes)
Oct 23, 2021 01:55 PM - Apr 30, 2022 02:25 PM(Asia/Ho_Chi_Minh)
20211023T1355 20211023T1425 Asia/Ho_Chi_Minh PRACTICUM STRESSORS AND COPING STRATEGIES OF PRE-SERVICE ENGLISH LANGUAGE TEACHERS AT LOWER SECONDARY SCHOOLS

Since English remains the leading position as a major foreign language to be instructed at most secondary schools in Vietnam, the development of English language teachers, especially pre-service teachers, is becoming more and more essential. Recently, there has been increasing concern about apprenticeship or practicum courses that allow those practice teachers to make observations and do practice prior to their actual teaching career. However, pre-service English teachers' stress and their own coping strategies have been instinctively created during the practicum courses. This research investigated the stressors of twenty student teachers and the strategies they employed to cope with this stress at practicum. These student teachers of English were invited to partake in three field trips at lower secondary schools in Hanoi, each of which last up to six days of a week. The data of the study through classroom observations and semi-structured interviews was analyzed and categorized into four themes: school-related issues, supervisors and mentors, classroom management, and affective factors. A number of coping strategies and implications were discussed in order to assist pre-service English language teachers and maximize the efficiency of practicum.

Pre-recorded Session VietTESOL International Convention 2022 convention@viettesol.org.vn

Since English remains the leading position as a major foreign language to be instructed at most secondary schools in Vietnam, the development of English language teachers, especially pre-service teachers, is becoming more and more essential. Recently, there has been increasing concern about apprenticeship or practicum courses that allow those practice teachers to make observations and do practice prior to their actual teaching career. However, pre-service English teachers' stress and their own coping strategies have been instinctively created during the practicum courses. This research investigated the stressors of twenty student teachers and the strategies they employed to cope with this stress at practicum. These student teachers of English were invited to partake in three field trips at lower secondary schools in Hanoi, each of which last up to six days of a week. The data of the study through classroom observations and semi-structured interviews was analyzed and categorized into four themes: school-related issues, supervisors and mentors, classroom management, and affective factors. A number of coping strategies and implications were discussed in order to assist pre-service English language teachers and maximize the efficiency of practicum.

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