A case study of ESL student teachers experiences using inquiry-based learning in learning to teach
<p>The aims of this study are to examine how the principles of IBL (Inquiry-based</p><p>Learning) used in two pedagogical courses assist ESL (English as a Second Language)</p><p>Student Teachers (STs) in learning to teach; explore...
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| Format: | thesis |
| Language: | eng |
| Published: |
2023
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| Subjects: | |
| Online Access: | https://ir.upsi.edu.my/detailsg.php?det=9812 |
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| Summary: | <p>The aims of this study are to examine how the principles of IBL (Inquiry-based</p><p>Learning) used in two pedagogical courses assist ESL (English as a Second Language)</p><p>Student Teachers (STs) in learning to teach; explore how the IBL experiences assist the</p><p>ESL STs in learning to teach and identify the essential elements required in developing</p><p>the IBL framework for ESL STs. This case study makes use of purposive sampling of</p><p>23 STs from the eighth (8th) semester in the TESL (Teaching English as a Second</p><p>Language) programme in a public university as the participants. The qualitative</p><p>research was conducted to address the pedagogical, theoretical and methodological gaps</p><p>in research for SLTE (Second Language Teacher Education). Two theories of</p><p>Constructivism and Social Constructivism are derived as the framework for the IBL</p><p>approach. Data from multiple sources and instruments (survey, open-ended</p><p>questionnaire, document analysis checklist and journal entry) were analysed as well as</p><p>conducting a pilot study, triangulation of data and validation of the instruments to</p><p>ensure trustworthiness. The findings reveal that IBL principles help ESL STs to develop</p><p>and enhance: self-efficacy; growth in general processing skills; critical and creative</p><p>thinking skills; collaborative learning; reflective thinking; intrinsic motivation; learning</p><p>skills and empowerment in learning. Second, the ESL STs acquired teaching</p><p>experience in three phases: the STs identity development and prior knowledge in prepracticum</p><p>experiences; best experiences during practicum and reflective practice postpracticum</p><p>experiences. Three essential elements to be considered in implementing the</p><p>IBL approach for SLTE are the student teachers mission and professional identity; the</p><p>process of learning to teach and the social context. The study implies that implementing</p><p>IBL in SLTE classrooms involves changes in the teaching and learning practice</p><p>community. This study contributes to existing research by proposing a transformative</p><p>pedagogy in SLTE.</p> |
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