Field training is valuable for improving pre-service teachers' teaching skills. It bridges the gap between theory and practice in real classroom environment. This study uses phenomenological qualitative approach to investigate the influence of field training courses on social skills in teaching. The study was carried out in the first semester of the 2019-2020 academic year with a total of six pre-service teachers participating in a field course for 10 weeks. The pre-service teachers came from two different colleges of teachers' training. We used purposive sampling to choose the students. After interviewing the participants and videoing their lessons, we transcribed the interviews and observations. We used thematic analysis to code, categorize and find patterns related to the development of social skills for teaching. The research results showed that pre-service teachers who practiced teaching during field training have improved their social skills in teaching as a result of three conditions (1) classroom management, (2) teaching strategies and (3) supervisor's assessment. Pedagogic supervisors need to focus on these three issues in order to provide a fruitful environment for pre-service teachers' professional development.

العنوان

Universal Journal of Educational Research

الناشر

Horizon Research Publishing

بلد الناشر

الولايات المتحدة الأمريكية

Indexing

Scopus

معامل التأثير

0,2

نوع المنشور

إلكتروني فقط

المجلد

8

السنة

2020

الصفحات

4193-4200