Demo Lessons and Peer Observation to Enhance Student Teachers’ Competencies and Exit Profiles

Abstract

The research study was carried out at an Ecuadorian teacher training university and aimed at bridging the gap between the exit profile requirements of student teacher graduates and the syllabus of the subject called Teaching language skills. The objective was to establish how far demo lessons (such as microteaching sessions) can facilitate the training of student teachers, and prepare them for authentic teaching-learning situations at the beginning of their careers. A qualitative paradigm based on Action Research (AR) methodology was used in two consecutive cycles employing class observation, reflection and survey questions for feedback. In the first cycle, student teachers, who gave demo lessons on how to improve listening skills, were given feedback by the class teacher and their peers. In the second cycle, which aimed at mitigating the weaknesses identified by the observers and the class teacher in the first cycle, student teachers gave demo lessons on improving speaking skills. After the two cycles were completed, the 26 participants of the module were asked to provide responses to a survey questionnaire which specifically explored their perceptions on how far the demo lessons had helped them develop their professional competencies. The researchers conclude that observations of and reflections on the demo lessons benefited not only the class teacher, who was able to improve her methodology, but it also helped the student teachers since they could improve their teaching strategies and techniques to teach English. The student teachers’ answers to the survey questions proved that the activities associated with the demo lessons were considered effective for the development of their professional competencies as future teachers of English.