Asian Institute of Research, Journal Publication, Journal Academics, Education Journal, Asian Institute
Asian Institute of Research, Journal Publication, Journal Academics, Education Journal, Asian Institute

Education Quarterly Reviews

ISSN 2621-5799

asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
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Published: 10 November 2022

EFL Pre-service Teachers’ and Interns’ Expectations and Satisfaction of International Practicum: An Exploratory Study on Patterns and Influential Factors

Bao Kham, Tran Thi My Phuong

Hue University (Viet Nam), The UK Academy International School (Viet Nam)

asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
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doi

10.31014/aior.1993.05.04.587

Pages: 230-244

Keywords: International Practicum, Pre-service Teachers, Interns, Expectations, Satisfaction

Abstract

This exploratory study explored EFL pre-service teachers’ and interns’ expectations and satisfaction of their overseas practicum. The data was collected from in-depth interviews with five fourth-year students in a regional university in Viet Nam, who participated in their international practicum in Thailand. Analyzed on the basis of a conceptual framework of personal, supervising, professional, and contextual elements, the results showed three distinctive patterns: (1) high expectations - high satisfaction, (2) medium expectations – high satisfaction, and (3) medium expectations – medium satisfaction. The findings also indicated various influential factors for each pattern such as confidence, creativity, supervision, mentors’ manners, and expectation (mis)match. The research results highlighted three significant emergent issues: the role of personal element, the impact of the supervisor, and the importance of practicum work-load. The study suggested practical implications for EFL trainee teachers, EFL teacher trainers, and practicum organizers and administrators.

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