Masoumpanah, Z., Tahririan, M., Afzali, K., Alibabaee, A. (2019). An Evaluation of Practicum Courses at Farhangian University. Iranian Journal of Language Teaching Research, 7(2), 101-119.
Zahra Masoumpanah; Mohammad Hassan Tahririan; Katayoon Afzali; Ahmad Alibabaee. "An Evaluation of Practicum Courses at Farhangian University". Iranian Journal of Language Teaching Research, 7, 2, 2019, 101-119.
Masoumpanah, Z., Tahririan, M., Afzali, K., Alibabaee, A. (2019). 'An Evaluation of Practicum Courses at Farhangian University', Iranian Journal of Language Teaching Research, 7(2), pp. 101-119.
Masoumpanah, Z., Tahririan, M., Afzali, K., Alibabaee, A. An Evaluation of Practicum Courses at Farhangian University. Iranian Journal of Language Teaching Research, 2019; 7(2): 101-119.
An Evaluation of Practicum Courses at Farhangian University
2Department of English, Sheikhbahaee University, Isfahan, Iran
3Sheikhbahaee University
Receive Date: 06 March 2017,
Revise Date: 12 June 2018,
Accept Date: 18 June 2019
Abstract
This study was an attempt to evaluate practicum courses at Farhangian University. Since practicum is a significant component of teacher education which links theory to practice and prepares student- teachers for their work, this study was intended to explore the extent to which (1) the practicum objectives stated in the ‘Curriculum Document of TEFL’ at Farhangian University were actualized, (2) the students’ language teaching profession needs were fulfilled, and (3) the participants were satisfied with the courses. To this end, based on the data gathered from interview, focus-group discussion and the University documents, a questionnaire was developed and administered to 144 student-teachers and mentors. Findings revealed that although the courses were relevant to the student-teachers’ occupational needs, and improved participants’ motivation, self-confidence, and class management skills, they failed to fulfill a number of their needs and course objectives to a considerable degree. Findings also indicated that the way courses implemented in practice was not satisfactory. The findings are discussed and some implications are provided for student-teachers, EFL teacher educators, and syllabus designers.
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