Revisiting The Content and Instruction of TEFL Methodology Course: A Needs Analysis
DOI:
https://doi.org/10.47750/pegegog.14.01.19Keywords:
teachers’ competence, TEFL Methodology, pre-service teachers, needs analysisAbstract
Improving the quality of pre-service teachers is one important point that should be planned by the education department. To achieve a good quality of pre-service English teachers, the English education department needs to arrange and formulate appropriate courses. In the process of developing a course, needs analysis takes a big part in setting the result to be achieved by the learners. This study offers a needs analysis data from pre-service English teachers to use as a framework for designing the TEFL Methodology course. It shows the need for language competence and pedagogical competence, and provides an analysis of the current TEFL Methodology syllabus required for course design. The method of the study was survey. Data were gathered through questionnaires and document analysis. The findings are: 1) English teachers believe that language proficiency is as important as their pedagogical competence, 2) Pre-service English teachers view that the current course needs to give more attention to student teachers' professional growth both in language and pedagogic competence, 3) there is no balance in theory and practice provided in the course, and 4) the course did not improve their knowledge and skills to develop a lesson plan, select and adapt teaching materials, to select and design assessment, conduct classroom observation, and to demonstrate reflective teaching. It means that to fulfilled the needs of pre-service English teachers, the course should be revised.
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