Open AccessEFL Trainee Teachers‟ Perceptions of SchoolBased Teaching Practice: Some Selected Teacher Education Colleges in Southern Ethiopia in Focus
Author(s) -
Manguday Mercho Bagaje,
Ethiopia Literature
Publication year - 2021
Publication title -
international journal of management and humanities
Language(s) - English
Resource type - Journals
ISSN - 2394-0913
DOI - 10.35940/ijmh.f1293.045821
Subject(s) - focus group , perception , qualitative property , psychology , data collection , medical education , mathematics education , pedagogy , medicine , sociology , computer science , social science , machine learning , neuroscience , anthropology
The perception one holds towards language teaching practice governs the failure or success of teaching practice. To this end, this study aimed to assess EFL traineeteachers’ perceptions of teaching practices in four selected teacher education colleges of southern Ethiopia. To address the objectives, the study employed mixed method design. 120 EFL trainee-teachers were selected through comprehensive sampling. Questionnaire, interview and focus group discussion were data collection tools. Questionnaire was employed to examine the perceptions of EFL trainee-teachers towards school-based teaching practice. Interviews was carried out to triangulate data from questionnaire. Focus group discussion was employed to corroborate the data from questionnaire and interview. The questionnaire was administered to all 120 EFL trainee teachers. Accordingly, the quantitative data were analysed using mean and standard deviation. Qualitative data were analysed descriptively. The finding from survey data revealed that EFL trainee teachers had positive perceptions towards school-based teaching practice. The findings from interview also supported the quantitative data result. The findings from the focus group discussion also supported the quantitative and qualitative results. Furthermore, the findings from Mann-Whitney U test revealed that there were no perceptions differences between male and female students due to gender.