AUTHOR: Verónica Gabriela Poveda Reto ADVISORS: DIRECTOR: Lic. Miguel Ponce, M,Sc

ARMY POLYTECHNIC SCHOOLDEPARTMENT OF LANGUAGES

APPLIED LINGUISTICS IN ENGLISH CAREER

“THE IMPACT OF PRE-SERVICE TEACHER EDUCATION ON TEACHER ATTRIBUTES ATTENDING THE EIGHTH

YEAR OF BASIC EDUCATION AT ‘MENOR’ HIGH SCHOOL

DURING 2010-2011 SCHOOL YEAR”AUTHOR:Verónica Gabriela Poveda Reto ADVISORS:

DIRECTOR: Lic. Miguel Ponce, M,Sc. CODIRECTOR: Dr. Ma. Teresa Llumiquinga

IDEN

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Problem-Formulation• What is the impact of pre-service teacher education on

teacher attributes attending the eighth year of basic education at ‘Menor’ High School during the 2010-2011 school year?”

• What is the real interest of the student-teachers for teaching in-service?

• How do student-teachers apply the methods of teaching?

Variables Matrix• Preservice Teacher Education

Independent

• Teacher Attributes Dependent

Objectives

General

To demonstrate and determine the impact of pre-service teacher education on teacher attributes

SpecificTo identify roles and responsibilities during

pre-eservice

To establish the different strategies and methodology applied by the student-teachers

To develop a final results analyze from the different student-teachers’ profiles

Justification Teaching practice is an important requirement for a

teacher's career, where different skills are developed and impacts on the scene the theoretical with the practical. A major issue was found at ‘Menor’ high school; Low professional profile of the student-teachers. Thus the study of this project seeks to benefit future student-teachers during their practices, identifying issues, causes and effects, providing conclusions and recommendations by offering a tempting proposal contributing for getting the best professionals in our country.

Theoretical Framework

ONE •‘Menor’ High School•Record/history – Pedagogical Models

TWO•Preservice Teacher Education• Gain Confidence in teaching skill - Increasing the

self-efficacy

THREE

•Teacher Attributes•Background knowledge- Interaction/commands

FOUR•The pre-service teacher education and teacher

attributes•The competency and the professionalism

FIVE•Other Causes of the core problem•Not know how to apply the different methods of

teaching

Hypothesis System Working hypothesis

“The pre-service teacher education impacts on teacher attributes”.

Null hypothesis

“The pre-service teacher education does not impact on teacher attributes”

PART THREEMETHODOLOGICAL DESIGN

Type and research design

This research was applied, descriptive and of field. The technique for collecting data was the survey. The study was quantitative and transversal.

Population and sample size

The research was survey with 10 teachers and 138 students attending the eighth year of basic education at ‘Menor’ High School.

Instruments for data collection

The instruments for gathering data were through administering surveys to the teachers’ staff and students.

Processing and analysis

Quantitative data was tabulated and compared by using LIKERT scale, Chi-square and the coefficient of contingency.

PART FOURTESTING THE HYPOTHESIS

Graphical exposition of resultResponses Percentage (%)

STUDENTSTEACHERS

Q N0.HS S MS AU TU

1 5 23 62 6 4

2 5 20 54 15 5

3 4 20 55 15 6

4 4 23 54 13 7

5 4 19 53 18 7

6 6 17 55 14 7

7 1 22 53 14 9

8 2 12 59 21 6

9 6 19 42 24 9

10 4 11 36 27 23

T 41 186 523 167 83

Q N0. HS S MS AU TU1 0 40 50 10 0

2 0 20 70 10 0

3 0 40 60 0 0

4 0 20 70 10 0

5 0 30 50 20 0

6 0 40 60 0 0

7 0 20 70 10 0

8 0 50 40 10 0

9 0 20 70 10 0

10 0 10 70 20 0

T 0 290 610 100 0

HS

HIGHLY SATISFACTORY

S SATISFACTORYMS

MEDIUM SATISFACTORY

AU

ALMOST UNSATISFACTORY

TU TOTALLY UNSATISFACTORY

INDICATORS

QUESTIION 1 How do you rate the performance level of teaching and pedagogical skills that student-teachers have used during the pre-professional practice?

Students TeachersINDICATORS FREQUENCY PERCENTAGE

HIGHLY SATISFACTORY 7 5%

SATISFACTORY 32 23%

MEDIUM SATISFACTORY

86 62%


8 6%

TOTALLY UNSATISFACTORY

5 4%

5%

23%

62%

6% 4%HIGLY SATISFACTORY

SATISFACTORY

MEDIUM SATISFACTORY



INDICATORS FREQUENCY PERCENTAGE


SATISFACTORY 4 40%

MEDIUM SATISFACTORY

5 50%


1 10%


0 0%

40%

50%

10% HIGLY SATISFACTORY

SATISFACTORY

MEDIUM SATISFACTORY



QUESTION 10What scale you place the level of student-teachers to build cultural and professional networks among practitioners collaborative colleagues developed to link common purposes within and outside the classroom?

Students Teachers



SATISFACTORY 15 11%

MEDIUM SATISFACTORY

49 36%


37 27%


32 23%

4%

11%

36%27%

23%

HIGLY SATISFACTORY

SATISFACTORY

MEDIUM SATISFACTORY





SATISFACTORY 1 10%

MEDIUM SATISFACTORY

7 70%


2 20%


0 0%

10%

70%

20%HIGLY SATISFACTORY

SATISFACTORY

MEDIUM SATISFACTORY



Testing the hypothesis FORMULA

Q N0.

HS S MS AU TU TOTAL

1 7 32 86 8 5 138

2 7 28 75 21 7 138

3 6 27 76 21 8 138

4 5 32 74 18 9 138

5 5 26 73 25 9 138

6 8 24 76 20 10 138

7 2 31 73 19 13 138

8 3 16 82 29 8 138

9 8 26 58 33 13 138

10 5 15 49 37 32 138

Total 56 257 722 231 114 1380

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7,251380257138 xfeS

2,721380722138 xfeMS

1,231380231138 xfeAU

4,111380114138 xfeTU

Students

Chi-square: 106.90 Contingency Coefficient: 0,26Critical value: 51

Q N0.HS S MS AU TU TOTA

L1 0 4 5 1 0 10

2 0 2 7 1 0 10

3 0 4 6 0 0 10

4 0 2 7 1 0 10

5 0 3 5 2 0 10

6 0 4 6 0 0 10

7 0 2 7 1 0 10

8 0 5 4 1 0 10

9 0 2 7 1 0 10

10 0 1 7 2 0 10

Total 0 29 61 10 0 100

Teachers FORMULAfefefo

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9,21002910 xfeS

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Testing Hypothesis

Chi-square: 10.91 Contingency Coefficient: 0,314Critical value: 28.87

Graphical Representation of testing hypothesis STUDENTS

Ho Acceptance zone Ho Rejection

0 51 Critical value 106.90

TEACHERS

Ho Acceptance zone

0 10.91 28.87 critical value

Conclusions Recommendations

Tutors contradict the working hypothesis; Teachers-tutors try not to express dissatisfaction by their student-teachers they are in charge of because they would be revealing their own attributes.

Tutors must take general responsibility for coordinating guidelines during the students’ practice in order.

Conclusions Recommendations Student-teachers are

not fully trained for an adequate development of teaching activities in the EFL classroom.

Students-teachers have low level of education and few pedagogical skills for achieving an excellent construction of knowledge.

Student-teachers should develop appropriate strategies and activities with adequate techniques.

Student-teachers should establish appropriate and usual pedagogical skills with adequate construction of knowledge.

Conclusions Recommendations

The lack of development of the essential quality of instruction, instructional management techniques, and the lack of cooperative learning techniques.

Student-teachers and tutors must prepare lesson plans properly, implement appropriate teaching strategies.

PART FIVE

THE PROPOSAL

PART FIVE

THE PROPOSAL

Narrative Summary of objectives

Indicators VerificationMedia

Assumptions

Goals

1. Contribute to the increment of students registering high achievement

2. Contribute Students express their needs easily, applying the language in all aspects of their daily life.

The students’ performance, increase with an 89% in the first months significantly

Students able to express and complement their ideas increasingly

Test results

Oral exercises &Speaking Testresults

Students will feel motivated to keep their high grades.

Interest for improving the vocabulary using synonyms and antonyms

Purpose

Developing high professional profile of the Student-Teacher in the EFL classroom

Pupils with high abilities for understanding of language with a 75%.Student-Teachers have demonstrated interest by developing a high professional profile in the EFL classroom with an 85% . They have showed their vocation for teaching

Pre-service results -Student-Teachers with conditions to work with excellent interpersonal relationships-Proper guidance of Advisors to Student-Teachers-Student-Teacher with Vocation for teaching

Vertical Logic of the Goals Column

Narrative Summary of objectives

Indicators VerificationMedia

Assumptions

Components

1.The knowing is of high quality to apply the different methods of teaching

2. Applying Excellent interpersonal relationships with the involved people

Student-Teachers gain experience and perfect their teaching methods, remarkable development of students’ performance, increase with a 95% during first two months

Good Teamwork, coordination in the classroom, increase with an 87%

Statistics students’ scores

Statistics of the Effective classroom

Student-Teachers are unable to take the control of a students’ group

Pupils have abilities for communicating their concerns and questions about some subject with Student-Teachers


Activities Resources Cost

1. Implementing adequate and current teaching skills

-Learner-Centered vs. Curriculum-Centered

Teachers

-Levels of Questions in Bloom's Taxonomy

-Adapting Language Arts, Social Studies, and

Sciencefor the Inclusive

Classroom

2. Analyzing of Vocation for teaching

-Teaching as a profession

-The meaning of "profession" and "professional“

-Professional competence

-Training course for Student-Teachers-Materials-Computer-In-Focus

-Pedagogical Test-Psychological Test

$2,500

$330


Activities Resources Cost

3. Analyzing of High instructional qualities

-The Power of Instruction

-Quality Classroom Reading Instruction

-Curriculum and instruction

-Psycho-Technical Test-External Evaluation of Teacher performance

$120


THE END

THANKS

Documents

AUTHOR: Verónica Gabriela Poveda Reto ADVISORS: DIRECTOR: Lic. Miguel Ponce, M,Sc