Supervisory Support Received by EFL Student Teachers during Practicum: The Missing Link

https://doi.org/10.36892/ijlls.v2i4.437

Authors

  • Morshed Al-Jaro Department of English, College of Women, Seiyun University
  • Adelina Asmawi University of Malaya
  • Abdul-Qader Khleel Abdul-Ghafour Queen Arwa University

Keywords:

Pedagogical practices, practicum, supervisory support, teaching practice

Abstract

This study investigates the role of supervisory support for assisting the EFL student teachers to perform better during practicum. It also aims at identifying the barriers of effective supervision during teaching practicum. The study adopts the qualitative research design using a multiple case study. Semi-structured interviews are developed to collect data from four student teachers and their supervisors during their teaching practices at local secondary schools in Yemen. Four emerging themes are developed from the thematic analysis of the data including the supervisory support on lesson planning, teaching strategies, classroom management and the number of observations. The findings reveal that the participating student teachers received insufficient support and guidance from their panel supervisors which limit their pedagogical practices during practicum. The findings also highlight some barriers to effective supervision due to some restrictions. The study provides practical implications for EFL teacher education program administrators and developers to reconsider the supervision plan so as to contribute towards professional teaching practices at schools during practicum in Yemen.

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Author Biographies

Morshed Al-Jaro, Department of English, College of Women, Seiyun University

Dr. Morshed Salim Al-Jaro is an Assistant Professor of TESL at the Department of English, Seiyun University, Hadhramout, Yemen. He is currently Head of Department of English, College of Open Education, Seiyun University, Hadhramout, Yemen. He holds a PhD in TESL from the Department of Language and Literacy Education, Faculty of Education, University of Malaya, Malaysia. His main areas of interest include TESL, teacher training, supervision and reflective practice.

https://orcid.org/0000-0002-7755-1156.

Corresponding author

Department of English, Seiyun University, Seiyun, Hadhramout, Yemen

maljaro@seiyunu.edu.ye

Mobile phone: +967777795296

Adelina Asmawi, University of Malaya

Prof. Dr. Adelina Asmawi is currently the Head of Department of Language and Literacy Education, Faculty of Education, University of Malaya, Malaysia. She holds a PhD in Professional Development of Teachers, TESOL, and Instructional Technology from University of Melbourne, Australia. She actively publishes in the areas of higher education, instructional technology, creative thinking, TESOL and professional development.

https://orcid.org/0000-0003-0595-2986.

Department of Language and Literacy Education, Faculty of Education, University of Malaya, 50603 Kuala Lumpur, Malaysia

Abdul-Qader Khleel Abdul-Ghafour , Queen Arwa University

Dr. Abdul-Qader Khleel Abdul-Ghafour obtained a PhD in Linguistics from the Sustainability of Language Sciences Research Center, Faculty of Social Sciences and Humanities, Universiti Kebangsaan Malaysia (UKM). He currently works as an Assistant Professor of Linguistics at Queen Arwa University, Sana’a, Yemen. He also works as a freelance translator, editor, and writing consultant. His research interests include translation, semantics, pragmatics, discourse analysis and TEFL/TESOL.

Published

2020-12-26

How to Cite

Al-Jaro, M., Asmawi, A. ., & Abdul-Ghafour , A.-Q. K. . (2020). Supervisory Support Received by EFL Student Teachers during Practicum: The Missing Link. International Journal of Language and Literary Studies, 2(4), 22–41. https://doi.org/10.36892/ijlls.v2i4.437

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Section

Articles