A proposed model based on introvert-extrovert perspectives to develop practicum practices of EFL prospective teachers

Abstract EN

This study investigated the relationship between prospective teachers' personality types, in terms of introversion/extroversion, and their perspectives in practicum practices and hence proposed a related model that considered their points of view.

The participants included forty-one prospective teachers enrolled in fourth year, English department, at Port Said Faculty of Education.

In order to perform this investigation, the researcher followed the survey method and applied two main procedures.

First, the researcher applied the Eysenck test of personality types to classify prospective teachers into two types: introverts and extroverts.

Then, the researcher utilized a questionnaire of practicum practices to identify the views of each category.

Practicum practices included all interactional and organizational procedures applied during practicum in school setting such as: lesson observation, feedback session, cooperating teacher, peer teacher, supervision policy, communication with other school members, etc.

The data obtained from the questionnaire were analyzed to ascertain the answers to the research questions.

In general, the findings showed that introvert prospective teachers had common perspectives.

Similarly, extrovert prospective teachers had similar viewpoints.

The views of prospective teachers comprised the proposed model of practicum practices.

The study recommended the practicum practices model to be used during practicum training in the Egyptian context as it was based on analyzing and prioritizing the views of prospective teachers with different personality types.

Other suggestions for university supervisors, prospective teachers, and other parties related to practicum were also provided.