Teacher Supervision in Pre-Service EFL Teachers' Teaching Practicum: Practices and Beliefs

Abstract

As a requirement to get Sarjana Pendidikan's degree, PBI students must do a teaching practicum to be future EFL teachers. They are supervised by a teacher educator to be able to conduct a good educational job (Wallace, 1991). However, the previous studies that investigate teaching practicum supervision only focused on quantity research (Fatimah, 2010; Sharma and Al-Sinawai, 2019; and Daud Dal and Fauzee, 2018). Therefore, this study aims to qualitatively reveal the pre-service EFL teachers’ beliefs about teacher educator practices in teaching practicum. This research questionnaire was developed to elicit student teachers’ beliefs related to the six roles of the supervising teacher based on Gebhard (1991) principles. The cooperation teachers are the representative of the internship institutes which were involved in Satya Wacana Christian University English Language Teacher Training program. The questionnaire was distributed to 55 student-teachers who were taking teaching practicum program. To get the depth information, 35 of them were interviewed to reinforce the quantitative findings. The collected data shows that most of the students believed that good supervision models are directive, creative, and collaborative in teaching practicum. While their experiences show that the dominant supervising teacher’s practices are collaborative, directive, and creative models. The findings were classified under several themes after extracting the interview transcripts. Some suggestions for university supervisors, cooperating teachers, student teachers, and all other parties related to teaching practicum are also provided.