MONITORING LESSON-PLANNING DYNAMICS IN PRE-SERVICE TEACHER TEAMS: A Retrospective Study

Authors

  • Amina Ibrahim-Ali University the West Indies, St. Augustine
  • Romulo Guedez

Keywords:

TESOL Practicum, English Language Teaching, Co-instructional Planning, Team Collaboration, Team-teaching Assessment

Abstract

This study was conducted at The University of the West Indies (UWI), St Augustine campus in Trinidad and Tobago. It originated from the Diploma in Teaching English to Speakers of Other Languages (DipTESOL) practicum in June-July 2017. Teacher trainees (n=14) in seven teams or dyads were tasked with lesson planning and delivery for groups of adult refugee learners (n=57) of mixed literacy levels. The impetus for the study came from clinical observation sessions which showed that individual members of two teams functioned in an auxiliary capacity although “collaboratively constructed” lessons had been sent forward for review. This led two teacher educators to question the extent to which members of teaching teams had shared the responsibility of lesson planning. They probed two aspects of co-instructional planning (individual input and team collaboration) which impacted on trainee assessment and lesson delivery, but which remained unaccounted for in the field. A mixed-methods approach in a two-phase process was used. Using a proxy measure in phase one, the teacher educators examined 172 lesson plans and 158 supporting documents submitted on Edmodo, an online networking forum, and experimented with basic metadata (author, created, modified by, and last modified date) to extract patterns reflecting individual input and team collaboration. In phase two the former teacher trainees were invited to validate these results and to contribute qualitatively to the findings through verbal reports and email exchanges. Eleven of the fourteen teacher trainees, representing each of the seven dyads, responded. The study revealed the patterns of individual input and team collaboration which emerged during lesson-planning in the aforementioned context, and proposes that these patterns may help to guide practicum contexts where pre-service teachers are assessed in teams.

Author Biography

Amina Ibrahim-Ali, University the West Indies, St. Augustine

Amina Ibrahim-Ali (Phd. Linguistics) has served as Coordinator, Assistant Lecturer and Instructor of English as a Second Language (ESL) at the Centre for Language Learning (CLL), University of the West Indies (UWI) St Augustine campus for the past seventeen years, during which time she has been actively involved at the practical level in Teaching English to Speakers of Other Languages (TESOL).  In 2012 she was instrumental in establishing the International English Language Testing Systems (IELTS) test centre at the CLL and served as the Administrator of this test until 2019. Ibrahim-Ali has written children’s books, newspaper articles, and has served as an executive member and magazine editor of Halimah’s Helping Hands. She is currently a Board Member of another NGO, Madinah House, a shelter for battered women where she holds the position of Assistant Secretary.

Downloads

Published

2021-12-21

Issue

Section

Articles