The Relationship between Teaching Skills of Teacher Educators and Teacher Trainees’ Teaching Performance
Teachers’ effectiveness is highly dependent on the quality of training they receive, which is, in turn, affected by the teaching skills of teacher educators. This article, therefore, examines the relationship between Ethiopian teacher educators’ teaching skills and their trainees’ teaching perfo...
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| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
Imam Khomeini International University, Qazvin,
2025-06-01
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| Series: | Journal of Modern Research in English Language Studies |
| Subjects: | |
| Online Access: | https://jmrels.journals.ikiu.ac.ir/article_3696_544e071df12da100cf60dc1b171b18a6.pdf |
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| Summary: | Teachers’ effectiveness is highly dependent on the quality of training they
receive, which is, in turn, affected by the teaching skills of teacher
educators. This article, therefore, examines the relationship between
Ethiopian teacher educators’ teaching skills and their trainees’ teaching
performance. To achieve this objective, this correlational research
targeted 11 teacher educators and 47 English language teacher trainees.
The data were collected using questionnaires, observations and
interviews. The analysis indicates that there is positive correlation (r =
.90, p < .05) between teacher educators’ competence and trainees’
effectiveness in teaching primary school English language. Besides,
although the teacher educators perceive themselves as effective trainers,
their trainees revealed that the trainers were not effective in the areas of
providing feedback and engaging their trainees in reflective practices
during peer-teaching and recording their progress. A significant
relationship was found between teacher educators’ performance and longterm success in the teaching effectiveness of trainees. Consequently,
professional development programs should be organized for teacher
educators. Additionally, the curriculum of teacher education should be
revised. Besides, the Ministry of Education should devise a way of
assessing the competence of teacher educators. Furthermore, teacher
educators should encourage reflective practices during training teachers. |
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| ISSN: | 2676-5985 |