Intervention and Student Teachers’ Teaching Attitudes in Practicum
Dora Angelina Aruan
Paulina Chandrasari
What seems to be obvious for any education schools and
programs such as those at English department Atma
Jaya Catholic University
is that they share an identical commitment to preparing effective teachers. In
the attempt to “educate” the candidate teachers, the practicu, or teaching
practice acts as the essential and central component. It is through the process
of experiencing real teaching in a foreign language classroom context and
receiving feedback that the student teacher can apply the teaching knowledge
and skills or develop strategies for handling the myriad dimensions of a
language lesson (Richards and Nunan, 1990). For student teachers and teacher
educators in a teaching practicum to reach such an ideal, effective and
purposeful objective, establishing a “relationship” in the form of intervention is basically essential. This
study, which is conducted in ESL classroom setting, focuses on this mutual
relationshoip and sees it as the wway in which the teacher educator expresses
specific perception and input about the practice teaching to the student
teacher in order to alter and refine teaching attitudes or bahaviors (Freeman,
1982). It seeks answers to the questions: Are there any intervention forms
specific to the context of the study? What is the student teacher’s perception
of the etacher educator’s intervention? To what extent does the intervention
lead to change of teaching attitudes in the student teacher?
------- ---- -------
Aruan, D. A., & Chandrasari, P.
(2006, April). Intervention
and student teachers’ teaching attitudes in practicum. Paper presented at the 41st
RELC International Seminar, Singapore.
Website: www.geocities.com/eltindonesia
Email: eltindonesia@yahoo.com