البحث المتقدم
     

Essential characteristics of EFL practicum supervisors from their perspective

[Abstract] 
النوع مقال
ردمد 23323205
مصدر المعلومات
المؤلف Dakhiel, Maysoon A. Faculty of Education, Jeddah University, Saudi Arabia
الصفحات pp. 1021-1029
ملاحظة عامة Peer reviewed
المصدر Universal Journal of Educational Research. Vol. 5, no. 6, 2017
الناشر Alhambra: Horizon Research Publishing، 2017
عنوان الناشر 506 North Garfield Avenue #210. Alhambra, CA 91801. Spain. Horizon Research Publishing. . editor@hrpub.org. http://www.hrpub.org.
ERIC رقم الوثيقة في EJ1143772
المصدر الالكتروني Full text (PDF)  PDF
الواصفات Practicums  -  Supervisor qualifications  -  Teacher characteristics  -  English  -  Second language instruction  -  Questionnaires  -  Saudi Arabia
لغة الوثيقة الانكليزية
البلد إسبانيا
The present study aims to identify the essential characteristics required for the EFL practicum supervisors from their perspective. The questionnaire validity and reliability was tested through application to a sample of (7) supervisors. Then the questionnaire was distributed to the participants, which consisted of (20) EFL supervisors for the practicum of the EFL student teachers. The results were processed statistically and showed that there is an agreement among the participants in determining the importance of all essential characteristics required for the practicum supervisors. Moreover, there are no statistically significant differences of the perspective of the participants due to the academic qualification, its type and number of years of experience. The study recommended that the essential characteristics required for the practicum supervisors should be a prerequisite for choosing supervisor from the English Language Department, training courses should be held for the supervisors in order to raise their efficiency, and a special guide for the practicum supervisors should be developed. (As Provided)

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Dakhiel, Maysoon A.. (2017). Essential characteristics of EFL practicum supervisors from their perspective . Universal Journal of Educational Research. Vol. 5, no. 6, 2017. pp. 1021-1029 تم استرجاعه من search.shamaa.org .