An Empirical Study on Effective Training Sessions for Pre-Service Elementary School Teachers(Part I,40th Anniversary Special Issue)
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概要
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This study explored effective training procedures as part of a class offered to university students in a teaching certificate program. More precisely, the author examined the difference in benefit from offering students one training session (control group) in comparison to five sessions (experimental group) on giving game instructions. Specifically, this study attempted to answer the following research questions: 1) whether there is a statistically significant difference in pre-service teachers' ability to give game instructions after receiving five sessions (experimental group) in comparison to one session (control group), and 2) whether five sessions are effective enough for the experimental group to improve their game instruction skills to a satisfactory level. To measure the effectiveness of these sessions, a set of criteria for teaching skills (Matsunaga, 2009a) was employed. The results of statistical analyses imply that the experimental group had significantly higher scores on the posttest compared to those of the control group. However, their average scores did not reach the satisfactory level. These results indicate that allotting more time to practicing certain skills can better prepare pre-service teachers to conduct English activities. Future classes, therefore, should consider incorporating more practical training sessions into their syllabi. The results also indicate that it is necessary to explore a way for pre-service teachers to reach the satisfactory level.
- 2012-03-31