Microteaching experience in distance english language teacher training: A case study

Abstract

The purpose of this single-subject case study was to document the experiences of a teacher trainee during a 12-week microteaching process in the Distance English Language Teacher Training program (DELT). The student teacher subject responded to questionnaires, submitted online dialogue journals, and answered open-ended questions before and after the practicum. An online interview was also conducted at the end of the practicum process. The analyses of the data suggested that distance EFL teacher trainees experienced a certain degree of foreign language teaching anxiety. It was also found that the microteaching practice in the program was useful for teacher candidates despite some problems. Assessment and evaluation via the e-portfolio system, on the other hand, was a satisfying system from the student teacher’s eyes. The analyses yielded to a brief explanation of the challenges and concerns of teacher trainees in distance context. Implications for the present and future distance teacher training programs chiefly focus on more guidance and support for the student teachers. The role of mentors are also vital for more fruitful teaching practice opportunities for the teacher candidates