Aims of the course

A component of the Faculty’s PRE-ED programme, this is a course that builds on the knowledge and skills that students developed by having successfully completed, in previous semesters, two relevant core courses (Applied Linguistics to Foreign Language Teaching and Learning;  ELT Methods and Practices).

Its purpose is threefold. Firstly, it aims at providing trainees with the opportunity to take the position of an informed observer in an EFL classroom in a Greek school and to systematically follow and reflect on the processes of teaching and learning therein. Secondly, it aims at familiarizing them with classroom conditions and the discursive practices of participants in the teaching/learning process from the position of a teaching assistant. Thirdly, it aims at providing them with an opportunity to carry out supervised teaching for a short period of time. The trainees are evaluated by the EFL class teacher that they assist, but also by the course instructor who assesses trainees’ experience recorded by them in written form and evaluated in seminars. The final exam on required reading counts towards the overall course grade.

The reading for the course consists of:

• Nunan, David & Lamb, Clarice. 2000. The Self-directed Teacher. Cambridge: Cambridge University Press.

• Various materials (articles and handouts) suggested by their instructor.

Developments of the Teaching Practice course

At the Faculty of English studies, we have always recognised that university based coursework and fieldwork offer different but complementary opportunities for growth of both knowledge and skill for teaching. As a result, teaching practice has always figured prominently in the teacher education curriculum and has always been regarded as an essential indispensable component in the preparation of our students for their future role as professionals in the area of English language teaching. In an effort to make the teaching practice experience more substantial, meaningful and effective, two basic changes were implemented. Firstly, the teaching practice experience has become much more structured. Throughout the first few weeks of the teaching practice placement, student teachers acting in the role of informed observer complete structured observations forms designed by members of the faculty focusing on various aspects of teaching. The second major change that was implemented within the framework of our teaching practice course is the systematic training of our cooperating teachers as mentors.

The impact and usefulness of the Practice Teaching Programme has systematically been investigated. Results are discussed in the following two papers by Karavas and Drossou:

• Karavas, Kia & Drossou, Mary. How amenable are student teacher beliefs to change? A study of EFL student teacher beliefs before and after teaching practice Proceedings of the 14th International Conference of the Greek Applied Linguistics Association, University of Thessaloniki.
• Karavas, Kia & Drossou, Mary. A comparative investigation of student teacher and mentor beliefs during teaching practice. The International Journal of Learning, Vol 16, No 7:123-138.

Practice teaching in a real classroom setting seeks first of all to familiarize student teachers with the reality of the EFL classroom in Greece, and especially with the pedagogic practices used in state primary and secondary schools. It also seeks to help the learning and the teaching process in the classroom, as student teachers assist in lesson planning, the design of learning tasks and the development of projects and interesting class activities. During Practice teaching in schools, student teachers become familiar with other curricular and extra curricular activities, i.e., important knowledge for cross-curricular TEFL programmes.

Planning and managing Practice teaching

The organization of the Practice Teaching endeavour and the allocation of student teachers to schools begins well before this spring semester course starts. In December of every year, students who have signed up for the course are given a form to complete which asks for personal details and their preferences for types and location of schools (primary/lower, secondary/higher, secondary/ technical school, private or public) where they would prefer to carry out their practice teaching. The allocation of student teachers to schools (on the basis of their preference form) is carried out throughout January, and by February of every year, students are informed of their allocated schools. In cases where student teachers live outside Athens and have difficulty in commuting to schools, special arrangements are made with schools close to their area of residence so that student teachers can complete their practice teaching.

Responsibilities

Student teachers are required to attend the EFL class they have been allocated to at least twice a week, so as to observe at least two English language classes per week for a period of two to three months. The student teacher consults with the mentor teacher, and together they decide which days and hours the former will be observing classes.

During the first few weeks of the course, student teachers are requested to complete structured observation forms developed by University staff focusing on various aspects of teaching. All observation forms are assessed.

Student teacher tasks

While in school, student teachers are expected:

• To carry out structured observation tasks
• To perform tasks assigned by the class teacher (e.g., organize a group discussion, evaluate learners’ responses to language activities, monitor pair and/or group work, correct homework)
• To participate in collaborative teaching
• To take over a class for two sessions and receive feedback from the class teacher.

Class teacher tasks

While they are mentoring student teachers, class teachers are expected:

• To orient student teachers; that is, provide them with information about the school, the local community and its learners, introduce them to the school teaching staff, guide them around the school, draw their attention to school rules and regulations and negotiate a realistic plan of action with them.
• To contribute to the professional development of student teachers by discussing with them and have them reflect­ on observed practice; observing them perform assigned tasks (collaborative teach­ing), preparing short reports regarding their performance on assigned tasks; evaluating their performance and providing suggestions for im­provement, helping them develop self-evaluation techniques, informing the university course instructor if serious problems arise with the practice teaching, completing the Teacher Assessment Form and carrying out a post-practice tutorial so as to discuss student teachers’ overall performance during the practice teaching.

An important aspect of the Practice Teaching programme is the preparation of class teachers who will take the role of Mentor, helping students teachers develop professionally.

Who is a ‘Mentor’?

Providing a definition of mentoring is not straightforward, since the roles and practices of a mentor and the meaning of mentoring vary in different disciplines, in different educational and school contexts, and over time, says Karavas in her book published by the RCEL, entitled Mentoring Student Teachers of English: A Handbook) and distributed to teachers participating in our programme free of charge. However, she proceeds to explain that a mentor is “an experienced teacher who guides, supports, encourages, counsels and befriends a student teacher in order to promote the latter’s professional and personal development.” Furthermore, she points out that Mentors may serve as work supervisors, performance appraisers, advisers, project collaborators and friends.” Further on she explains that Mentors are often called upon to perform different roles, so that they serve as Models, Acculturators, Informed observers, Supporters and Educators. Most importantly, Karava adds, “the mentor is not there to provide technical and practical support for novices but to help them in critiquing existing routines and practice, discussing alternative ways to structure a lesson, reflecting on the theory and rationale underlying instruction.”